Investigations wikiinvestigations http://wikis.evergreen.edu/investigations/index.php/Main_Page MediaWiki 1.26.3 first-letter Media Special Talk User User talk Investigations Investigations talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk 0 441 959 958 2014-02-26T18:29:29Z Wiedenhs 5 /* Week 8 -- Concept Maps for Main ideas and supporting details'" */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> == '''Week 8 -- Concept Maps for Main ideas and supporting details'" == '''Draft outlines for "Meaningful Uses of Technology Essay''' 1. export the inspiration concept map as a pdf 2. embed the map to un :<br /> :* Map 1 :* Map 2 :* Map 3 :* Map 4 :* Map 5 :* Map 6 :* Map 7 :* Map 8 :* Map 9 :* Map 10<br /> <div class="gradientshadow"></div> == '''THEMES WE IDENTIFIED AT THE BEGINNING OF THE QUARTER:''' == '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE === :Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. : :Mike, Dan, Lisa, Paul : :<p> : ===Group Two (Technology, Equity and The Standards) === :In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. : :(Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) :<p> : ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== : :<p> : ===Group Four Technology Manimals=== : : :In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. : :Tori, Claudia, Dan, Kat : ===Group Five (Aligned, Engaging, and Relevant Use of Technology in Classrooms)=== :The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. : :Josie, Valdez, Amanda, Christina :<p> : ===Group Six (Essential Guidelines for Educative Uses of Technology)=== : :It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. : :An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. : :Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. : :Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. : :Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall :<p> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] c982e2187cab20df9d8fbd9c097ba2f126cf83b2 958 948 2014-02-26T17:59:20Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> == '''Week 8 -- Concept Maps for Main ideas and supporting details'" == '''Draft outlines for "Meaningful Uses of Technology Essay''' :<br /> :* Map 1 :* Map 2 :* Map 3 :* Map 4 :* Map 5 :* Map 6 :* Map 7 :* Map 8 :* Map 9 :* Map 10<br /> <div class="gradientshadow"></div> == '''THEMES WE IDENTIFIED AT THE BEGINNING OF THE QUARTER:''' == '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE === :Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. : :Mike, Dan, Lisa, Paul : :<p> : ===Group Two (Technology, Equity and The Standards) === :In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. : :(Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) :<p> : ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== : :<p> : ===Group Four Technology Manimals=== : : :In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. : :Tori, Claudia, Dan, Kat : ===Group Five (Aligned, Engaging, and Relevant Use of Technology in Classrooms)=== :The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. : :Josie, Valdez, Amanda, Christina :<p> : ===Group Six (Essential Guidelines for Educative Uses of Technology)=== : :It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. : :An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. : :Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. : :Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. : :Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall :<p> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 860defea53f18fc4ffc6ebdb0925b5b273ad5f10 948 947 2014-01-23T01:58:26Z Culjos07 14 /* Group Five (Aligned, Engaging, and Relevant Use of Technology) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE === Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. Mike, Dan, Lisa, Paul <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Aligned, Engaging, and Relevant Use of Technology in Classrooms)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f0df27493571dcc97aa7463ff0dca3e28b4e5bc2 947 946 2014-01-23T01:57:27Z Frasierm 13 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE === Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. Mike, Dan, Lisa, Paul <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Aligned, Engaging, and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 9d77693590239d6b7b6e9fdc1c5b562e822bfa23 946 945 2014-01-23T01:56:40Z Culjos07 14 /* Group Five (Effective and Relevant Use of Technology) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. ===Mike, Dan, Lisa, Paul <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Aligned, Engaging, and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] eed9da0653b868d7049310165c6702a7aa422b96 945 944 2014-01-23T01:53:44Z Frasierm 13 /* Group Three (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. ===Mike, Dan, Lisa, Paul <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] decf894246260c83600c6ea5c053cd026e257cf2 944 943 2014-01-23T01:47:04Z Neepau18 8 /* = */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. ===Mike, Dan, Lisa, Paul <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5ea7f9f9908b32992d42412c29a957020399bd52 943 942 2014-01-23T01:46:41Z Frasierm 13 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 42ea1ce41ef0651b04175e679aa41c4857549032 942 941 2014-01-23T01:45:35Z Frasierm 13 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (Technology, Equity and The Standards) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 55642eef69b0e6468397bd1c96c25873d2a2684c 941 940 2014-01-23T01:45:14Z Culjos07 14 /* Group Five (Effective and Relevant Use of Technology) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (Educative Uses of Technology) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. Josie, Valdez, Amanda, Christina <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 02fa5162da3565b39fc5a84c389b1e49818958c2 940 939 2014-01-23T01:44:42Z Culjos07 14 /* Group Five (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (Educative Uses of Technology) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (Effective and Relevant Use of Technology)=== The first most important guideline to consider when writing lesson plans is to make sure the use of technology is not the central focus of the lesson. The learning targets/outcomes should be the focus of the lesson/unit. Another guideline is to make sure the use of technology is interesting and engaging so that students feel motivated to further their learning. Additionally, it’s important to make sure the technology is accessible to the students by scaffolding how to use it. Prior knowledge of the use of technology is important to creating an equitable learning environment. Finally it’s important that students see the relevancy in the use of the technology and that they can imagine ways to use it in the future. <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5f7e69b90c4dec2b95e0a8b3456129c552d44ac8 939 938 2014-01-23T01:42:34Z Frasierm 13 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (Educative Uses of Technology) === In order for technology to be used in an educative way it must be tied to the learning goals in ways that meet the educational standards. If we want our student to benefit from its use we need to make sure it is relevant to their social and cultural capital, as well as their current and future lives. To utilize technology effectively we need to make sure it is used in adaptive and responsive ways that meet the variety of needs for the learners in our classroom. This includes connections to the learning environment and the equity for using technology. (Authors: Kelly Loval-Jones , Matt Frasier, Briana Dignan) <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 3d27349ba4cd34aadfcf48547b3512b360a21fb4 938 937 2014-01-23T01:41:43Z Marvic25 10 /* Group Four Technology Manimals */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. Tori, Claudia, Dan, Kat ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] ff646deca27c9854e66b05e393a2ac7133196ecb 937 936 2014-01-23T01:41:12Z Marvic25 10 /* Group Four Technology Manimals */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] afd02a9bd99f7e5f74f304d76d6d3f90e0213373 936 935 2014-01-23T01:40:40Z Marvic25 10 /* Group Three (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals=== < In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. > ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 8642ffabd4c2322f5d8d95e788c0428bca186ff6 935 934 2014-01-23T01:39:45Z Marvic25 10 /* Group Four (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four Technology Manimals < In order for technology to be educative, there must be alignment between technology and learning targets and standards. At the same time, both the teacher and students need to be aware of their prior knowledge of that specific technology and be aware of how much, access students might have now and in the future to that technology. Our students must also learn to use technology to make meaning of concepts by avoiding negative transfer and enhancing the understanding of concepts. Teacher must also be knowledgable and be aware of resources to increase that knowledge of the technology. > ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] a7ac3a05214e5827635bd3f808230d5f67b30398 934 933 2014-01-23T01:38:22Z Cohjes08 6 /* Group Six (Essential Guidelines for Educative Uses of Technology) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. Adam Wooten, Marisa Bateman, Jessica Cohoe, Kelly Shaffstall <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] b3754a1c6324d1eaa5755753df2dca95aea80cc4 933 932 2014-01-23T01:33:53Z Batmar21 7 /* Group Six (Essential Guidelines for Educative Uses of Technology) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== It seems that one of the most important guidelines when trying to make technology educative is to make sure the technology being used in each unit is valuable to the students and has an applicable purpose in their everyday lives ( TPaK). This is important because every student needs to know the purpose for why they are using technology during their classroom activities and this purpose should be centered around real world application. An educative use of technology should also teach a new or strengthen a skill for the student. Students are now expected to be proficient in various technologies for higher education and careers (OSPI technology standards), and it is our job to best prepare them. Another important guideline is that technology should help students meet content learning goals. This guideline is important because the focus of instruction should be on the content and the students. Harris & Hofer argue that without a clear content goal, instruction can become ‘technocentric’ (Papert in Harris & Hofer), focusing on technologies instead of students (2009). As a teacher plans lesson and units for their classroom, they should first select learning goals. Based on the learning goals teachers can then choose activity types and corresponding technologies. Technology also allows for students to be more varied and independent in their work because it doesn’t bind them to the confines of the school library or textbook. <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 54b9f62b3a6e61b4b2b38efb9e8c0eed29db17f4 932 931 2014-01-23T01:33:49Z Neepau18 8 /* Group One (put a title here for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One STAGES OF EFFECTIVE TECHNOLOGY USE Take into account your students' level of familiarity with the technology. This helps to identify your students' level of prior knowledge and potentially how much class time will need to be used teaching students how to use the technology. If that time would be extensive a different method may be required. Use of technology should be tied to learning targets and not viewed as an end in and of itself. This will ensure that the content of the curriculum remains at the forefront of the learning experience. Lessons that use technology should invite students to discover and apply their own new and different ways of using that technology. This will ensure that students are able to transfer their emerging understanding of technological tools beyond the classroom. === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 6564f69cbe23a00415a6de9e4e740a2f301166d3 931 928 2014-01-23T01:31:32Z Batmar21 7 /* Group Six (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (Essential Guidelines for Educative Uses of Technology)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] d6e1d4614682887e0a673e3482c8c8fa1d41d1ce 928 927 2014-01-22T06:49:53Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each written your sentences, then, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f23ccb225f835b62766b9f2ef225de42aa321b14 927 926 2014-01-22T06:48:51Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each added your sentences, as a group''' # Read through your brainstormed list of guidelines. Ask each other any clarifying questions. # Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. # Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. # Paste this paragraph your section below # Give your paragraph a title. <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5d3b2ea35ba71aeb5c0994405e62f406de6bff9f 926 925 2014-01-22T06:46:54Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each added your sentences, as a group''' (i) Read through your brainstormed list of guidelines. Ask each other any clarifying questions. (ii) Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. (iii) Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. (iv) paste this paragraph in the “emerging themes” section of the google docs. <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] c9383ed191d92d90193b2b7154b20afb36f7f428 925 924 2014-01-22T06:46:17Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''Once you’ve each added your sentences, as a group''' ::(i) Read through your brainstormed list of guidelines. Ask each other any clarifying questions. ::(ii) Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. ::(iii) Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. ::(iv) paste this paragraph in the “emerging themes” section of the google docs. : <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 893a575e91049cdeaef3b67008b3316fd9ac067c 924 923 2014-01-22T06:45:05Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ''':Once you’ve each added your sentences, as a group:''' :(i) :Read through your brainstormed list of guidelines. Ask each other any clarifying questions. ::(ii) Identify the guidelines in your first set of writing that you all agree are key to making educative use of technology. ::(iii) Collectively write a paragraph that (i) explains the gist of each guideline; and (ii) how and why it’s important to keep in mind when developing lessons and units. ::(iv) paste this p aragraph in the “emerging themes” section of the google docs. : <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 32260861de65ae09a8cf351881940ed4b172dfae 923 922 2014-01-22T06:41:35Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Seven (put a title for your paragraph that captures the gist of your guideline(s)=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 645edae648cf5078ae1700d297de32f0c75555fd 922 921 2014-01-22T06:40:41Z Wiedenhs 5 /* Group One (put a title here for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===<b><u>Group One (put a title here for your paragraph that captures the gist of your guideline(s) </u></b>=== <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===<small>Group Seven (put a title for your paragraph that captures the gist of your guideline(s)</small>=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 1c9278b88cbc5dabe03a9258e5ed754cbb2c3552 921 920 2014-01-22T06:40:02Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===<medium><b><ul>Group One (put a title here for your paragraph that captures the gist of your guideline(s) </ul></b></medium>=== <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===<small>Group Seven (put a title for your paragraph that captures the gist of your guideline(s)</small>=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 0e74e95e74541adeda723981669d81162d55330a 920 919 2014-01-22T06:38:30Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One (put a title here for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Four (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Five (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===Group Six (put a title for your paragraph that captures the gist of your guideline(s)=== <p> ===<small>Group Seven (put a title for your paragraph that captures the gist of your guideline(s)</small>=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 10dbebf337d6d7edde0cf283d6b2d6349f43725d 919 918 2014-01-22T06:37:19Z Wiedenhs 5 /* Group Two */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> <small>===Group One (put a title here for your paragraph that captures the gist of your guideline(s) ===</small> <p> ===Group Two (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> ===Group Six=== <p> ===Group Seven=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 614eb453e00ae85e66797a460fd61702adb7a4da 918 917 2014-01-22T06:36:52Z Wiedenhs 5 /* Group One (put a title for your paragraph that captures the gist of your guideline(s) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> <small>===Group One (put a title here for your paragraph that captures the gist of your guideline(s) ===</small> <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> ===Group Six=== <p> ===Group Seven=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] e618fa9cd2ebdb5bce15a3324bfa6c572aa35a7e 917 916 2014-01-22T06:36:03Z Wiedenhs 5 /* Group One */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One (put a title for your paragraph that captures the gist of your guideline(s) === <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> ===Group Six=== <p> ===Group Seven=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 9eb4c08265e592c40ff5822e4b87691211d763d0 916 914 2014-01-22T06:34:55Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> ===Group Six=== <p> ===Group Seven=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 078dc40c246796130de7836e8098e23ab680d925 914 910 2014-01-22T01:36:24Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 96696fa1e4a42eece702b3c1a62e540aa5e09c96 910 906 2014-01-22T01:31:50Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f5022f229e1a18f6d91fd5e1ec71063db4159b9f 906 904 2014-01-22T00:48:25Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] ec52d7f7f4d82b2916c31d96c0406b45220a8324 904 899 2014-01-22T00:41:54Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> <font size="6"><b>EMERGING THEMES</b></font> | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] 3d2230f151ab5c22dc555e2b3b4162e196b14acb 899 896 2014-01-16T02:29:58Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] a3cbaafe6b4696646a4bb97915313aef39c90293 896 890 2014-01-16T02:22:16Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] 8e24a4e4cfe952670d644ed200551cef27c160b7 890 886 2014-01-16T02:15:54Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Emerging Themes page is the second part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] 2314de0821fc4f2def5cbb09987c806791a15a62 886 2014-01-16T02:11:17Z Irishb 4 Created page with "__NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Emerging Themes''' </div> <div class="gradientshadow"></div> [[Category:Investigations]]" wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Emerging Themes''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] 6c173f5b9ad8634034ec0357987aec2ceb2ec939 0 439 957 956 2014-02-19T04:00:53Z Wiedenhs 5 /* BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: <big> Educative uses of technology entail: </big> === :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Technology for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: How to make educative use of a WebQuest=== :* [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 0892a9fca1bee07abaf0f3f5363d7ab7af940002 956 955 2014-02-19T04:00:17Z Wiedenhs 5 /* BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: <big> Educative uses of technology entail: </big> === :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Technology for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== :* [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 0225a2db89641b7e8951ee2ebf01a195b1ccefb8 955 954 2014-02-19T03:59:58Z Wiedenhs 5 /* BONEPILE#1: Making educative uses of technology entails.... */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: <big> Educative uses of technology entail: </big> === :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== :* [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 702aa0c3b3b498c97750e3cd2b1be58d38d71b35 954 953 2014-02-19T03:58:34Z Wiedenhs 5 /* BONEPILE#1: Making educative uses of technology entails.... */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: <small>Making educative uses of technology entails</small>....=== :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== :* [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f39d72130467f808664a4a642092248688725e9d 953 952 2014-02-19T03:58:07Z Wiedenhs 5 /* BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: Making educative uses of technology entails....=== :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== :* [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] bf7ec44f6f87af6ad83d423b961a11a50888b6b3 952 951 2014-02-19T03:57:51Z Wiedenhs 5 /* BONEPILE#1: Making educative uses of technology entails.... */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: Making educative uses of technology entails....=== :* Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :* Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== : [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 00b2698d4fc58f4fef611ca9a66258d74e6d2ade 951 950 2014-02-19T03:57:10Z Wiedenhs 5 /* BONEPILE#1: Making educative uses of technology entails.... */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: Making educative uses of technology entails....=== : * Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : * Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== : [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 3fec9cc400b48e41b3a084262fca98bf9fe9ca52 950 949 2014-02-19T03:56:54Z Wiedenhs 5 /* BONEPILE#1: Making educative uses of technology entails.... */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: Making educative uses of technology entails....=== : *Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> : *Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== : [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 80c469eabf9c6c2354c53d16506a17b338da8477 949 915 2014-02-19T03:56:24Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===BONEPILE#1: Making educative uses of technology entails....=== :Group 1. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 2. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 3. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 4. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 5. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 6. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> :Group 7. [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"]<p> <p> ===BONEPILE #2: Examples of technology used for Disciplinary/Learning Purposes=== :* [https://docs.google.com/document/d/158MFSCPgSMhfWtma9tyInEH_kERkAPrAJN0z3TRNDRU/edit?usp=sharing Examples]<p> ===BONEPILE #3: Five sets of ideas on how to make educative use of a WebQuest=== : [https://drive.google.com/?authuser=0#folders/0Bxt6RkSVrvy5ZmFWbXRvMHZfNW8 Webquest reflections] <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 875a683c376e4d30b8eb18ac92b820171b14e987 915 912 2014-01-22T06:30:25Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Two=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Three=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Four=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Five=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Six === * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> ===Group Seven=== * [https://drive.google.com/folderview?id=0Bxt6RkSVrvy5Z2tpRXg1QWJ3N0E&usp=sharing Google Docs "Creating a bone pile of possible guidelines"] <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 467efc4807e6ee714d6e13bab8b15c071c888478 912 909 2014-01-22T01:35:38Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 74ca31a046781271d8c122adc5806431546af22a 909 907 2014-01-22T01:31:18Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <br> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5bbbe59e46b17b5765d399422a57d0e31a6ac8d3 907 905 2014-01-22T00:58:51Z Greenea 3 /* Group Five */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <br> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 821f7f85406204484c08cdb37eee2aa16935af0c 905 903 2014-01-22T00:45:52Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <br> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> <font size="6"><b>INDIVIDUAL INSIGHTS</b></font> | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 7da76c776b991cbb8ccda689e6f7243c993472d3 903 898 2014-01-22T00:39:29Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] 4eb475ebf6200489b36eb2eec19d4588ca25fc3b 898 895 2014-01-16T02:29:04Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <div class="gradientshadow"></div> ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] 01efa5a096df58ae571f8239d69cf088c75da683 895 889 2014-01-16T02:21:44Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Part Three: Powerful Uses of Technology]] <div class="gradientshadow"></div> [[Category:Investigations]] 83f847162224ecd65ba58edd0dd49fe8c7e2cb69 889 888 2014-01-16T02:15:11Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The Individual Insights page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] 6b133c950dfa6ea37185a0abd40b2a724e338b4a 888 884 2014-01-16T02:14:54Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''The <b>Individual Insights</b> page is the first part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] c8fafbf0133d8716591ce0f9fcfc932193bd4e56 884 2014-01-16T02:08:33Z Irishb 4 Created page with "__NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Individual Insights''' </div> <div class="gradientshadow"></div> [[Category:Investigations]]" wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Individual Insights''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] 0241eb669963f18770cdc76aeba06ab135c30486 0 1 902 901 2014-01-22T00:28:28Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font>]] |} <br> <br> <div class="gradientshadow"></div> <br> <p> {{Wiki Help}} 9f0bd1b50e3b26901d81ff8ac828ac5b901b5a98 901 894 2014-01-22T00:26:45Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> [[Powerful Uses of Technology| <font 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class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Powerful Uses of Technology]] <div class="gradientshadow"></div> <br> <p> {{Wiki Help}} 33d1d1f8f2fc0c776fbd23569b25856f582f5a02 892 891 2014-01-16T02:19:46Z Irishb 4 /* Individual Insights */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Emerging Themes=== *[[Emerging Themes|Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Powerful Uses of Technology]] <div class="gradientshadow"></div> <br> <p> {{Wiki Help}} 2eb36984ac889e86e9f2c61d284c8145c4f246c6 891 883 2014-01-16T02:19:04Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Individual Insights]] ===Emerging Themes=== *[[Emerging Themes|Emerging Themes]] ===Powerful Uses of Technology=== *[[Powerful Uses of Technology|Powerful Uses of Technology]] <div class="gradientshadow"></div> <br> <p> {{Wiki Help}} 8899fd5d0628455c3326f199d07b8a641d030b5e 883 882 2014-01-16T02:06:02Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div 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Insights=== ===Emerging Themes=== ===Powerful Uses of Technology=== <div class="gradientshadow"></div> {{Wiki Help}} ea1ce02163b7df82621fe36c285277c1ca23925f 881 880 2014-01-16T01:42:07Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== ===Emerging Themes=== ===Powerful Uses of Technology=== <div class="gradientshadow"></div> '''MediaWiki has been successfully installed.''' {{Wiki Help}} [[Category:Investigations]] eac70e5c2c7a030c8cf2f999cafaf66ea03c1eaf 880 879 2014-01-16T01:37:20Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with 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'''MediaWiki has been successfully installed.''' {{Wiki Help}} [[:Category:Investigations]] 2a896e624cc3f5a08a8367c4e9433e9953c5b715 877 876 2014-01-16T01:34:00Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''MediaWiki has been successfully installed.''' {{Wiki Help}} [[Category:Investigations]] 1494632dd742469694d810aad01e2521044e4077 876 7 2014-01-14T23:23:52Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> '''MediaWiki has been successfully installed.''' {{Wiki Help}} dfd167a79dff03f31e827662f84a18e04dba7877 7 1 2013-05-07T17:54:28Z Acwebadmin 1 wikitext text/x-wiki '''MediaWiki has been successfully installed.''' {{Wiki Help}} b8d042e3c7b57543cd7f45ff64cd1a3fab826e57 1 2013-05-03T22:43:54Z MediaWiki default 0 wikitext text/x-wiki '''MediaWiki has been successfully installed.''' Consult the [//meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software. == Getting started == * [//www.mediawiki.org/wiki/Manual:Configuration_settings Configuration settings list] * [//www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ] * [https://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list] b7a3846f2c55072191227d89a3204fe379288fee 0 61 121 120 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki -- This module implements {{error}}. local p = {} local HtmlBuilder = require('Module:HtmlBuilder') local function _error(args) local message = args.message or args[1] or error('no message specified', 2) message = tostring(message) local tag = mw.ustring.lower(tostring(args.tag)) -- Work out what html tag we should use. if not (tag == 'p' or tag == 'span' or tag == 'div') then tag = 'strong' end -- Generate the html. local root = HtmlBuilder.create(tag) root .addClass('error') .wikitext(message) return tostring(root) end function p.error(frame) local args if frame == mw.getCurrentFrame() then -- We're being called via #invoke. The args are passed through to the module -- from the template page, so use the args that were passed into the template. args = frame.args else -- We're being called from another module or from the debug console, so assume -- the args are passed in directly. args = frame end -- if the message parameter is present but blank, change it to nil so that Lua will -- consider it false. if args.message == "" then args.message = nil end return _error(args) end return p 61b738106a17f448ef8f440b8c9e278d3283d1c0 120 2013-04-04T13:33:47Z Mr. Stradivarius 0 Protected Module:Error: [[WP:High-risk templates|Highly visible template or Lua module]] ([Edit=Block all non-admin users] (indefinite) [Move=Block all non-admin users] (indefinite)) wikitext text/x-wiki -- This module implements {{error}}. local p = {} local HtmlBuilder = require('Module:HtmlBuilder') local function _error(args) local message = args.message or args[1] or error('no message specified', 2) message = tostring(message) local tag = mw.ustring.lower(tostring(args.tag)) -- Work out what html tag we should use. if not (tag == 'p' or tag == 'span' or tag == 'div') then tag = 'strong' end -- Generate the html. local root = HtmlBuilder.create(tag) root .addClass('error') .wikitext(message) return tostring(root) end function p.error(frame) local args if frame == mw.getCurrentFrame() then -- We're being called via #invoke. The args are passed through to the module -- from the template page, so use the args that were passed into the template. args = frame.args else -- We're being called from another module or from the debug console, so assume -- the args are passed in directly. args = frame end -- if the message parameter is present but blank, change it to nil so that Lua will -- consider it false. if args.message == "" then args.message = nil end return _error(args) end return p 61b738106a17f448ef8f440b8c9e278d3283d1c0 0 62 123 122 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki -- Experimental module for building complex HTML (e.g. infoboxes, navboxes) using a fluent interface local HtmlBuilder = {} local metatable = {} metatable.__index = function(t, key) local ret = rawget(t, key) if ret then return ret end ret = metatable[key] if type(ret) == 'function' then return function(...) return ret(t, ...) end else return ret end end metatable.__tostring = function(t) local ret = {} t._build(ret) return table.concat(ret, '') end metatable._build = function(t, ret) if t.tagName then table.insert(ret, '<' .. t.tagName) for i, attr in ipairs(t.attributes) do table.insert(ret, ' ' .. attr.name .. '="' .. attr.val .. '"') end if #t.styles > 0 then table.insert(ret, ' style="') for i, prop in ipairs(t.styles) do if type(prop) == 'string' then -- added with cssText() table.insert(ret, prop .. ';') else -- added with css() table.insert(ret, prop.name .. ':' .. prop.val .. ';') end end table.insert(ret, '"') end table.insert(ret, '>') end for i, node in ipairs(t.nodes) do if node then if type(node) == 'table' then node._build(ret) else table.insert(ret, tostring(node)) end end end if t.tagName and not t.unclosed then table.insert(ret, '</' .. t.tagName .. '>') end end metatable.node = function(t, builder) if builder then table.insert(t.nodes, builder) end return t end metatable.wikitext = function(t, ...) local vals = {...} for i = 1, #vals do if vals[i] then table.insert(t.nodes, vals[i]) end end return t end metatable.newline = function(t) table.insert(t.nodes, '\n') return t end metatable.tag = function(t, tagName, args) args = args or {} args.parent = t local builder = HtmlBuilder.create(tagName, args) table.insert(t.nodes, builder) return builder end function getAttr(t, name) for i, attr in ipairs(t.attributes) do if attr.name == name then return attr end end end metatable.attr = function(t, name, val) -- if caller sets the style attribute explicitly, then replace all styles previously added with css() and cssText() if name == 'style' then t.styles = {val} return t end local attr = getAttr(t, name) if attr then attr.val = val else table.insert(t.attributes, {name = name, val = val}) end return t end metatable.addClass = function(t, class) if class then local attr = getAttr(t, 'class') if attr then attr.val = attr.val .. ' ' .. class else t.attr('class', class) end end return t end metatable.css = function(t, name, val) if type(val) == 'string' or type(val) == 'number' then for i, prop in ipairs(t.styles) do if prop.name == name then prop.val = val return t end end table.insert(t.styles, {name = name, val = val}) end return t end metatable.cssText = function(t, css) if css then table.insert(t.styles, css) end return t end metatable.done = function(t) return t.parent or t end metatable.allDone = function(t) while t.parent do t = t.parent end return t end function HtmlBuilder.create(tagName, args) args = args or {} local builder = {} setmetatable(builder, metatable) builder.nodes = {} builder.attributes = {} builder.styles = {} builder.tagName = tagName builder.parent = args.parent builder.unclosed = args.unclosed or false return builder end return HtmlBuilder 4cad7fef8e2185725bf0a12368d7647738877cba 122 2013-03-26T02:46:07Z Dragons flight 0 Changed protection level of Module:HtmlBuilder: [[WP:High-risk templates|Highly visible template or Lua module]] ([Edit=Block all non-admin users] (indefinite) [Move=Block all non-admin users] (indefinite)) wikitext text/x-wiki -- Experimental module for building complex HTML (e.g. infoboxes, navboxes) using a fluent interface local HtmlBuilder = {} local metatable = {} metatable.__index = function(t, key) local ret = rawget(t, key) if ret then return ret end ret = metatable[key] if type(ret) == 'function' then return function(...) return ret(t, ...) end else return ret end end metatable.__tostring = function(t) local ret = {} t._build(ret) return table.concat(ret, '') end metatable._build = function(t, ret) if t.tagName then table.insert(ret, '<' .. t.tagName) for i, attr in ipairs(t.attributes) do table.insert(ret, ' ' .. attr.name .. '="' .. attr.val .. '"') end if #t.styles > 0 then table.insert(ret, ' style="') for i, prop in ipairs(t.styles) do if type(prop) == 'string' then -- added with cssText() table.insert(ret, prop .. ';') else -- added with css() table.insert(ret, prop.name .. ':' .. prop.val .. ';') end end table.insert(ret, '"') end table.insert(ret, '>') end for i, node in ipairs(t.nodes) do if node then if type(node) == 'table' then node._build(ret) else table.insert(ret, tostring(node)) end end end if t.tagName and not t.unclosed then table.insert(ret, '</' .. t.tagName .. '>') end end metatable.node = function(t, builder) if builder then table.insert(t.nodes, builder) end return t end metatable.wikitext = function(t, ...) local vals = {...} for i = 1, #vals do if vals[i] then table.insert(t.nodes, vals[i]) end end return t end metatable.newline = function(t) table.insert(t.nodes, '\n') return t end metatable.tag = function(t, tagName, args) args = args or {} args.parent = t local builder = HtmlBuilder.create(tagName, args) table.insert(t.nodes, builder) return builder end function getAttr(t, name) for i, attr in ipairs(t.attributes) do if attr.name == name then return attr end end end metatable.attr = function(t, name, val) -- if caller sets the style attribute explicitly, then replace all styles previously added with css() and cssText() if name == 'style' then t.styles = {val} return t end local attr = getAttr(t, name) if attr then attr.val = val else table.insert(t.attributes, {name = name, val = val}) end return t end metatable.addClass = function(t, class) if class then local attr = getAttr(t, 'class') if attr then attr.val = attr.val .. ' ' .. class else t.attr('class', class) end end return t end metatable.css = function(t, name, val) if type(val) == 'string' or type(val) == 'number' then for i, prop in ipairs(t.styles) do if prop.name == name then prop.val = val return t end end table.insert(t.styles, {name = name, val = val}) end return t end metatable.cssText = function(t, css) if css then table.insert(t.styles, css) end return t end metatable.done = function(t) return t.parent or t end metatable.allDone = function(t) while t.parent do t = t.parent end return t end function HtmlBuilder.create(tagName, args) args = args or {} local builder = {} setmetatable(builder, metatable) builder.nodes = {} builder.attributes = {} builder.styles = {} builder.tagName = tagName builder.parent = args.parent builder.unclosed = args.unclosed or false return builder end return HtmlBuilder 4cad7fef8e2185725bf0a12368d7647738877cba 0 286 571 570 2013-05-08T17:44:43Z Acwebadmin 1 1 revision wikitext text/x-wiki --[[ This module provides a number of basic mathematical operations. ]] local z = {} -- Generate random number function z.random( frame ) first = tonumber(frame.args[1]) -- if it doesn't exist it's NaN, if not a number it's nil second = tonumber(frame.args[2]) if first then -- if NaN or nil, will skip down to final return if first <= second then -- could match if both nil, but already checked that first is a number in last line return math.random(first, second) end return math.random(first) end return math.random() end --[[ order Determine order of magnitude of a number Usage: {{#invoke: Math | order | value }} ]] function z.order(frame) local input_string = (frame.args[1] or frame.args.x or '0'); local input_number; input_number = z._cleanNumber( frame, input_string ); if input_number == nil then return '<strong class="error">Formatting error: Order of magnitude input appears non-numeric</strong>' else return z._order( input_number ) end end function z._order(x) if x == 0 then return 0 end return math.floor(math.log10(math.abs(x))) end --[[ precision Detemines the precision of a number using the string representation Usage: {{ #invoke: Math | precision | value }} ]] function z.precision( frame ) local input_string = (frame.args[1] or frame.args.x or '0'); local trap_fraction = frame.args.check_fraction or false; local input_number; if type( trap_fraction ) == 'string' then trap_fraction = trap_fraction:lower(); if trap_fraction == 'false' or trap_fraction == '0' or trap_fraction == 'no' or trap_fraction == '' then trap_fraction = false; else trap_fraction = true; end end if trap_fraction then local pos = string.find( input_string, '/', 1, true ); if pos ~= nil then if string.find( input_string, '/', pos + 1, true ) == nil then local denominator = string.sub( input_string, pos+1, -1 ); local denom_value = tonumber( denominator ); if denom_value ~= nil then return math.log10(denom_value); end end end end input_number, input_string = z._cleanNumber( frame, input_string ); if input_string == nil then return '<strong class="error">Formatting error: Precision input appears non-numeric</strong>' else return z._precision( input_string ) end end function z._precision( x ) x = string.upper( x ) local decimal = string.find( x, '.', 1, true ) local exponent_pos = string.find( x, 'E', 1, true ) local result = 0; if exponent_pos ~= nil then local exponent = string.sub( x, exponent_pos + 1 ) x = string.sub( x, 1, exponent_pos - 1 ) result = result - tonumber( exponent ) end if decimal ~= nil then result = result + string.len( x ) - decimal return result end local pos = string.len( x ); while x:byte(pos) == string.byte('0') do pos = pos - 1 result = result - 1 if pos <= 0 then return 0 end end return result end --[[ max Finds the maximum argument Usage: {{#invoke:Math| max | value1 | value2 | ... }} OR {{#invoke:Math| max }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.max( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local max_value = nil; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then if max_value == nil or val > max_value then max_value = val; end end i = i + 1; end return max_value end --[[ min Finds the minimum argument Usage: {{#invoke:Math| min | value1 | value2 | ... }} OR {{#invoke:Math| min }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.min( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local min_value = nil; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then if min_value == nil or val < min_value then min_value = val; end end i = i + 1; end return min_value end --[[ average Finds the average Usage: {{#invoke:Math| average | value1 | value2 | ... }} OR {{#invoke:Math| average }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.average( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local sum = 0; local count = 0; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then sum = sum + val count = count + 1 end i = i + 1; end return (count == 0 and 0 or sum/count) end --[[ round Rounds a number to specified precision Usage: {{#invoke:Math | round | value | precision }} --]] function z.round(frame) local value, precision; value = z._cleanNumber( frame, frame.args[1] or frame.args.value or 0 ); precision = z._cleanNumber( frame, frame.args[2] or frame.args.precision or 0 ); if value == nil or precision == nil then return '<strong class="error">Formatting error: Round input appears non-numeric</strong>' else return z._round( value, precision ); end end function z._round( value, precision ) local rescale = math.pow( 10, precision ); return math.floor( value * rescale + 0.5 ) / rescale; end --[[ precision_format Rounds a number to the specified precision and formats according to rules originally used for {{template:Rnd}}. Output is a string. Usage: {{#invoke: Math | precision_format | number | precision }} ]] function z.precision_format( frame ) -- For access to Mediawiki built-in formatter. local lang = mw.getContentLanguage(); local value_string, value, precision; value, value_string = z._cleanNumber( frame, frame.args[1] or 0 ); precision = z._cleanNumber( frame, frame.args[2] or 0 ); -- Check for non-numeric input if value == nil or precision == nil then return '<strong class="error">Formatting error: invalid input when rounding</strong>' end local current_precision = z._precision( value ); local order = z._order( value ); -- Due to round-off effects it is neccesary to limit the returned precision under -- some circumstances because the terminal digits will be inaccurately reported. if order + precision >= 14 then orig_precision = z._precision( value_string ); if order + orig_precision >= 14 then precision = 13 - order; end end -- If rounding off, truncate extra digits if precision < current_precision then value = z._round( value, precision ); current_precision = z._precision( value ); end local formatted_num = lang:formatNum( math.abs(value) ); local sign; -- Use proper unary minus sign rather than ASCII default if value < 0 then sign = '−'; else sign = ''; end -- Handle cases requiring scientific notation if string.find( formatted_num, 'E', 1, true ) ~= nil or math.abs(order) >= 9 then value = value * math.pow( 10, -order ); current_precision = current_precision + order; precision = precision + order; formatted_num = lang:formatNum( math.abs(value) ); else order = 0; end formatted_num = sign .. formatted_num; -- Pad with zeros, if needed if current_precision < precision then local padding; if current_precision <= 0 then if precision > 0 then local zero_sep = lang:formatNum( 1.1 ); formatted_num = formatted_num .. zero_sep:sub(2,2); padding = precision; if padding > 20 then padding = 20; end formatted_num = formatted_num .. string.rep( '0', padding ); end else padding = precision - current_precision if padding > 20 then padding = 20; end formatted_num = formatted_num .. string.rep( '0', padding ); end end -- Add exponential notation, if necessary. if order ~= 0 then -- Use proper unary minus sign rather than ASCII default if order < 0 then order = '−' .. lang:formatNum( math.abs(order) ); else order = lang:formatNum( order ); end formatted_num = formatted_num .. '<span style="margin:0 .15em 0 .25em">×</span>10^{' .. order .. '}' end return formatted_num; end --[[ Helper function that interprets the input numerically. If the input does not appear to be a number, attempts evaluating it as a parser functions expression. ]] function z._cleanNumber( frame, number_string ) if number_string == nil or number_string:len() == 0 then return nil, nil; end -- Attempt basic conversion local number = tonumber( number_string ) -- If failed, attempt to evaluate input as an expression if number == nil then local attempt = frame:preprocess( '{{#expr: ' .. number_string .. '}}' ); attempt = tonumber( attempt ); if attempt ~= nil then number = attempt; number_string = tostring( number ); else number = nil; number_string = nil; end else -- String is valid but may contain padding, clean it. number_string = number_string:match( "^%s*(.-)%s*$" ); end return number, number_string; end return z f352dff971537faeaab556dea1deaeab6428471e 570 2013-04-18T14:36:27Z Dragons flight 0 add average wikitext text/x-wiki --[[ This module provides a number of basic mathematical operations. ]] local z = {} -- Generate random number function z.random( frame ) first = tonumber(frame.args[1]) -- if it doesn't exist it's NaN, if not a number it's nil second = tonumber(frame.args[2]) if first then -- if NaN or nil, will skip down to final return if first <= second then -- could match if both nil, but already checked that first is a number in last line return math.random(first, second) end return math.random(first) end return math.random() end --[[ order Determine order of magnitude of a number Usage: {{#invoke: Math | order | value }} ]] function z.order(frame) local input_string = (frame.args[1] or frame.args.x or '0'); local input_number; input_number = z._cleanNumber( frame, input_string ); if input_number == nil then return '<strong class="error">Formatting error: Order of magnitude input appears non-numeric</strong>' else return z._order( input_number ) end end function z._order(x) if x == 0 then return 0 end return math.floor(math.log10(math.abs(x))) end --[[ precision Detemines the precision of a number using the string representation Usage: {{ #invoke: Math | precision | value }} ]] function z.precision( frame ) local input_string = (frame.args[1] or frame.args.x or '0'); local trap_fraction = frame.args.check_fraction or false; local input_number; if type( trap_fraction ) == 'string' then trap_fraction = trap_fraction:lower(); if trap_fraction == 'false' or trap_fraction == '0' or trap_fraction == 'no' or trap_fraction == '' then trap_fraction = false; else trap_fraction = true; end end if trap_fraction then local pos = string.find( input_string, '/', 1, true ); if pos ~= nil then if string.find( input_string, '/', pos + 1, true ) == nil then local denominator = string.sub( input_string, pos+1, -1 ); local denom_value = tonumber( denominator ); if denom_value ~= nil then return math.log10(denom_value); end end end end input_number, input_string = z._cleanNumber( frame, input_string ); if input_string == nil then return '<strong class="error">Formatting error: Precision input appears non-numeric</strong>' else return z._precision( input_string ) end end function z._precision( x ) x = string.upper( x ) local decimal = string.find( x, '.', 1, true ) local exponent_pos = string.find( x, 'E', 1, true ) local result = 0; if exponent_pos ~= nil then local exponent = string.sub( x, exponent_pos + 1 ) x = string.sub( x, 1, exponent_pos - 1 ) result = result - tonumber( exponent ) end if decimal ~= nil then result = result + string.len( x ) - decimal return result end local pos = string.len( x ); while x:byte(pos) == string.byte('0') do pos = pos - 1 result = result - 1 if pos <= 0 then return 0 end end return result end --[[ max Finds the maximum argument Usage: {{#invoke:Math| max | value1 | value2 | ... }} OR {{#invoke:Math| max }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.max( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local max_value = nil; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then if max_value == nil or val > max_value then max_value = val; end end i = i + 1; end return max_value end --[[ min Finds the minimum argument Usage: {{#invoke:Math| min | value1 | value2 | ... }} OR {{#invoke:Math| min }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.min( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local min_value = nil; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then if min_value == nil or val < min_value then min_value = val; end end i = i + 1; end return min_value end --[[ average Finds the average Usage: {{#invoke:Math| average | value1 | value2 | ... }} OR {{#invoke:Math| average }} When used with no arguments, it takes its input from the parent frame. Note, any values that do not evaluate to numbers are ignored. ]] function z.average( frame ) local args = frame.args; if args[1] == nil then local parent = frame:getParent(); args = parent.args; end local sum = 0; local count = 0; local i = 1; while args[i] ~= nil do local val = z._cleanNumber( frame, args[i] ); if val ~= nil then sum = sum + val count = count + 1 end i = i + 1; end return (count == 0 and 0 or sum/count) end --[[ round Rounds a number to specified precision Usage: {{#invoke:Math | round | value | precision }} --]] function z.round(frame) local value, precision; value = z._cleanNumber( frame, frame.args[1] or frame.args.value or 0 ); precision = z._cleanNumber( frame, frame.args[2] or frame.args.precision or 0 ); if value == nil or precision == nil then return '<strong class="error">Formatting error: Round input appears non-numeric</strong>' else return z._round( value, precision ); end end function z._round( value, precision ) local rescale = math.pow( 10, precision ); return math.floor( value * rescale + 0.5 ) / rescale; end --[[ precision_format Rounds a number to the specified precision and formats according to rules originally used for {{template:Rnd}}. Output is a string. Usage: {{#invoke: Math | precision_format | number | precision }} ]] function z.precision_format( frame ) -- For access to Mediawiki built-in formatter. local lang = mw.getContentLanguage(); local value_string, value, precision; value, value_string = z._cleanNumber( frame, frame.args[1] or 0 ); precision = z._cleanNumber( frame, frame.args[2] or 0 ); -- Check for non-numeric input if value == nil or precision == nil then return '<strong class="error">Formatting error: invalid input when rounding</strong>' end local current_precision = z._precision( value ); local order = z._order( value ); -- Due to round-off effects it is neccesary to limit the returned precision under -- some circumstances because the terminal digits will be inaccurately reported. if order + precision >= 14 then orig_precision = z._precision( value_string ); if order + orig_precision >= 14 then precision = 13 - order; end end -- If rounding off, truncate extra digits if precision < current_precision then value = z._round( value, precision ); current_precision = z._precision( value ); end local formatted_num = lang:formatNum( math.abs(value) ); local sign; -- Use proper unary minus sign rather than ASCII default if value < 0 then sign = '−'; else sign = ''; end -- Handle cases requiring scientific notation if string.find( formatted_num, 'E', 1, true ) ~= nil or math.abs(order) >= 9 then value = value * math.pow( 10, -order ); current_precision = current_precision + order; precision = precision + order; formatted_num = lang:formatNum( math.abs(value) ); else order = 0; end formatted_num = sign .. formatted_num; -- Pad with zeros, if needed if current_precision < precision then local padding; if current_precision <= 0 then if precision > 0 then local zero_sep = lang:formatNum( 1.1 ); formatted_num = formatted_num .. zero_sep:sub(2,2); padding = precision; if padding > 20 then padding = 20; end formatted_num = formatted_num .. string.rep( '0', padding ); end else padding = precision - current_precision if padding > 20 then padding = 20; end formatted_num = formatted_num .. string.rep( '0', padding ); end end -- Add exponential notation, if necessary. if order ~= 0 then -- Use proper unary minus sign rather than ASCII default if order < 0 then order = '−' .. lang:formatNum( math.abs(order) ); else order = lang:formatNum( order ); end formatted_num = formatted_num .. '<span style="margin:0 .15em 0 .25em">×</span>10^{' .. order .. '}' end return formatted_num; end --[[ Helper function that interprets the input numerically. If the input does not appear to be a number, attempts evaluating it as a parser functions expression. ]] function z._cleanNumber( frame, number_string ) if number_string == nil or number_string:len() == 0 then return nil, nil; end -- Attempt basic conversion local number = tonumber( number_string ) -- If failed, attempt to evaluate input as an expression if number == nil then local attempt = frame:preprocess( '{{#expr: ' .. number_string .. '}}' ); attempt = tonumber( attempt ); if attempt ~= nil then number = attempt; number_string = tostring( number ); else number = nil; number_string = nil; end else -- String is valid but may contain padding, clean it. number_string = number_string:match( "^%s*(.-)%s*$" ); end return number, number_string; end return z f352dff971537faeaab556dea1deaeab6428471e 0 134 267 266 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki --[[ This module is intended to provide access to basic string functions. Most of the functions provided here can be invoked with named parameters, unnamed parameters, or a mixture. If named parameters are used, Mediawiki will automatically remove any leading or trailing whitespace from the parameter. Depending on the intended use, it may be advantageous to either preserve or remove such whitespace. Global options ignore_errors: If set to 'true' or 1, any error condition will result in an empty string being returned rather than an error message. error_category: If an error occurs, specifies the name of a category to include with the error message. The default category is [Category:Errors reported by Module String]. no_category: If set to 'true' or 1, no category will be added if an error is generated. Unit tests for this module are available at Module:String/tests. ]] local str = {} --[[ len This function returns the length of the target string. Usage: {{#invoke:String|len|target_string|}} OR {{#invoke:String|len|s=target_string}} Parameters s: The string whose length to report If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the target string. ]] function str.len( frame ) local new_args = str._getParameters( frame.args, {'s'} ); local s = new_args['s'] or ''; return mw.ustring.len( s ) end --[[ sub This function returns a substring of the target string at specified indices. Usage: {{#invoke:String|sub|target_string|start_index|end_index}} OR {{#invoke:String|sub|s=target_string|i=start_index|j=end_index}} Parameters s: The string to return a subset of i: The fist index of the substring to return, defaults to 1. j: The last index of the string to return, defaults to the last character. The first character of the string is assigned an index of 1. If either i or j is a negative value, it is interpreted the same as selecting a character by counting from the end of the string. Hence, a value of -1 is the same as selecting the last character of the string. If the requested indices are out of range for the given string, an error is reported. ]] function str.sub( frame ) local new_args = str._getParameters( frame.args, { 's', 'i', 'j' } ); local s = new_args['s'] or ''; local i = tonumber( new_args['i'] ) or 1; local j = tonumber( new_args['j'] ) or -1; local len = mw.ustring.len( s ); -- Convert negatives for range checking if i < 0 then i = len + i + 1; end if j < 0 then j = len + j + 1; end if i > len or j > len or i < 1 or j < 1 then return str._error( 'String subset index out of range' ); end if j < i then return str._error( 'String subset indices out of order' ); end return mw.ustring.sub( s, i, j ) end --[[ This function implements that features of {{str sub old}} and is kept in order to maintain these older templates. ]] function str.sublength( frame ) local i = tonumber( frame.args.i ) or 0 local len = tonumber( frame.args.len ) return mw.ustring.sub( frame.args.s, i + 1, len and ( i + len ) ) end --[[ match This function returns a substring from the source string that matches a specified pattern. Usage: {{#invoke:String|match|source_string|pattern_string|start_index|match_number|plain_flag|nomatch_output}} OR {{#invoke:String|pos|s=source_string|pattern=pattern_string|start=start_index |match=match_number|plain=plain_flag|nomatch=nomatch_output}} Parameters s: The string to search pattern: The pattern or string to find within the string start: The index within the source string to start the search. The first character of the string has index 1. Defaults to 1. match: In some cases it may be possible to make multiple matches on a single string. This specifies which match to return, where the first match is match= 1. If a negative number is specified then a match is returned counting from the last match. Hence match = -1 is the same as requesting the last match. Defaults to 1. plain: A flag indicating that the pattern should be understood as plain text. Defaults to false. nomatch: If no match is found, output the "nomatch" value rather than an error. If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from each string. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. If the match_number or start_index are out of range for the string being queried, then this function generates an error. An error is also generated if no match is found. If one adds the parameter ignore_errors=true, then the error will be suppressed and an empty string will be returned on any failure. For information on constructing Lua patterns, a form of [regular expression], see: * http://www.lua.org/manual/5.1/manual.html#5.4.1 * http://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#Patterns * http://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#Ustring_patterns ]] function str.match( frame ) local new_args = str._getParameters( frame.args, {'s', 'pattern', 'start', 'match', 'plain', 'nomatch'} ); local s = new_args['s'] or ''; local start = tonumber( new_args['start'] ) or 1; local plain_flag = str._getBoolean( new_args['plain'] or false ); local pattern = new_args['pattern'] or ''; local match_index = math.floor( tonumber(new_args['match']) or 1 ); local nomatch = new_args['nomatch']; if s == '' then return str._error( 'Target string is empty' ); end if pattern == '' then return str._error( 'Pattern string is empty' ); end if math.abs(start) < 1 or math.abs(start) > mw.ustring.len( s ) then return str._error( 'Requested start is out of range' ); end if match_index == 0 then return str._error( 'Match index is out of range' ); end if plain_flag then pattern = str._escapePattern( pattern ); end local result if match_index == 1 then -- Find first match is simple case result = mw.ustring.match( s, pattern, start ) else if start > 1 then s = mw.ustring.sub( s, start ); end local iterator = mw.ustring.gmatch(s, pattern); if match_index > 0 then -- Forward search for w in iterator do match_index = match_index - 1; if match_index == 0 then result = w; break; end end else -- Reverse search local result_table = {}; local count = 1; for w in iterator do result_table[count] = w; count = count + 1; end result = result_table[ count + match_index ]; end end if result == nil then if nomatch == nil then return str._error( 'Match not found' ); else return nomatch; end else return result; end end --[[ pos This function returns a single character from the target string at position pos. Usage: {{#invoke:String|pos|target_string|index_value}} OR {{#invoke:String|pos|target=target_string|pos=index_value}} Parameters target: The string to search pos: The index for the character to return If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the target string. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. The first character has an index value of 1. If one requests a negative value, this function will select a character by counting backwards from the end of the string. In other words pos = -1 is the same as asking for the last character. A requested value of zero, or a value greater than the length of the string returns an error. ]] function str.pos( frame ) local new_args = str._getParameters( frame.args, {'target', 'pos'} ); local target_str = new_args['target'] or ''; local pos = tonumber( new_args['pos'] ) or 0; if pos == 0 or math.abs(pos) > mw.ustring.len( target_str ) then return str._error( 'String index out of range' ); end return mw.ustring.sub( target_str, pos, pos ); end --[[ str_find This function duplicates the behavior of {{str_find}}, including all of its quirks. This is provided in order to support existing templates, but is NOT RECOMMENDED for new code and templates. New code is recommended to use the "find" function instead. Returns the first index in "source" that is a match to "target". Indexing is 1-based, and the function returns -1 if the "target" string is not present in "source". Important Note: If the "target" string is empty / missing, this function returns a value of "1", which is generally unexpected behavior, and must be accounted for separatetly. ]] function str.str_find( frame ) local new_args = str._getParameters( frame.args, {'source', 'target'} ); local source_str = new_args['source'] or ''; local target_str = new_args['target'] or ''; if target_str == '' then return 1; end local start = mw.ustring.find( source_str, target_str, 1, true ) if start == nil then start = -1 end return start end --[[ find This function allows one to search for a target string or pattern within another string. Usage: {{#invoke:String|find|source_str|target_string|start_index|plain_flag}} OR {{#invoke:String|find|source=source_str|target=target_str|start=start_index|plain=plain_flag}} Parameters source: The string to search target: The string or pattern to find within source start: The index within the source string to start the search, defaults to 1 plain: Boolean flag indicating that target should be understood as plain text and not as a Lua style regular expression, defaults to true If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the parameter. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. This function returns the first index >= "start" where "target" can be found within "source". Indices are 1-based. If "target" is not found, then this function returns 0. If either "source" or "target" are missing / empty, this function also returns 0. This function should be safe for UTF-8 strings. ]] function str.find( frame ) local new_args = str._getParameters( frame.args, {'source', 'target', 'start', 'plain' } ); local source_str = new_args['source'] or ''; local pattern = new_args['target'] or ''; local start_pos = tonumber(new_args['start']) or 1; local plain = new_args['plain'] or true; if source_str == '' or pattern == '' then return 0; end plain = str._getBoolean( plain ); local start = mw.ustring.find( source_str, pattern, start_pos, plain ) if start == nil then start = 0 end return start end --[[ replace This function allows one to replace a target string or pattern within another string. Usage: {{#invoke:String|replace|source_str|pattern_string|replace_string|replacement_count|plain_flag}} OR {{#invoke:String|replace|source=source_string|pattern=pattern_string|replace=replace_string| count=replacement_count|plain=plain_flag}} Parameters source: The string to search pattern: The string or pattern to find within source replace: The replacement text count: The number of occurences to replace, defaults to all. plain: Boolean flag indicating that pattern should be understood as plain text and not as a Lua style regular expression, defaults to true ]] function str.replace( frame ) local new_args = str._getParameters( frame.args, {'source', 'pattern', 'replace', 'count', 'plain' } ); local source_str = new_args['source'] or ''; local pattern = new_args['pattern'] or ''; local replace = new_args['replace'] or ''; local count = tonumber( new_args['count'] ); local plain = new_args['plain'] or true; if source_str == '' or pattern == '' then return source_str; end plain = str._getBoolean( plain ); if plain then pattern = str._escapePattern( pattern ); replace = mw.ustring.gsub( replace, "%%", "%%%%" ); --Only need to escape replacement sequences. end local result; if count ~= nil then result = mw.ustring.gsub( source_str, pattern, replace, count ); else result = mw.ustring.gsub( source_str, pattern, replace ); end return result; end --[[ simple function to pipe string.rep to templates. ]] function str.rep( frame ) local repetitions = tonumber( frame.args[2] ) if not repetitions then return str._error( 'function rep expects a number as second parameter, received "' .. ( frame.args[2] or '' ) .. '"' ) end return string.rep( frame.args[1] or '', repetitions ) end --[[ Helper function that populates the argument list given that user may need to use a mix of named and unnamed parameters. This is relevant because named parameters are not identical to unnamed parameters due to string trimming, and when dealing with strings we sometimes want to either preserve or remove that whitespace depending on the application. ]] function str._getParameters( frame_args, arg_list ) local new_args = {}; local index = 1; local value; for i,arg in ipairs( arg_list ) do value = frame_args[arg] if value == nil then value = frame_args[index]; index = index + 1; end new_args[arg] = value; end return new_args; end --[[ Helper function to handle error messages. ]] function str._error( error_str ) local frame = mw.getCurrentFrame(); local error_category = frame.args.error_category or 'Errors reported by Module String'; local ignore_errors = frame.args.ignore_errors or false; local no_category = frame.args.no_category or false; if str._getBoolean(ignore_errors) then return ''; end local error_str = '<strong class="error">String Module Error: ' .. error_str .. '</strong>'; if error_category ~= '' and not str._getBoolean( no_category ) then error_str = '[[Category:' .. error_category .. ']]' .. error_str; end return error_str; end --[[ Helper Function to interpret boolean strings ]] function str._getBoolean( boolean_str ) local boolean_value; if type( boolean_str ) == 'string' then boolean_str = boolean_str:lower(); if boolean_str == 'false' or boolean_str == 'no' or boolean_str == '0' or boolean_str == '' then boolean_value = false; else boolean_value = true; end elseif type( boolean_str ) == 'boolean' then boolean_value = boolean_str; else error( 'No boolean value found' ); end return boolean_value end --[[ Helper function that escapes all pattern characters so that they will be treated as plain text. ]] function str._escapePattern( pattern_str ) return mw.ustring.gsub( pattern_str, "([%(%)%.%%%+%-%*%?%[%^%$%]])", "%%%1" ); end return str b3f731f2026437e7ef7e3f22bb9d823788125c39 266 2013-04-26T10:52:01Z Mr. Stradivarius 0 Add "rep" function per request by [[User:קיפודנחש]] at [[Wikipedia:Lua requests#Template:Loop and Template:Loop15]]. Copied from sandbox. wikitext text/x-wiki --[[ This module is intended to provide access to basic string functions. Most of the functions provided here can be invoked with named parameters, unnamed parameters, or a mixture. If named parameters are used, Mediawiki will automatically remove any leading or trailing whitespace from the parameter. Depending on the intended use, it may be advantageous to either preserve or remove such whitespace. Global options ignore_errors: If set to 'true' or 1, any error condition will result in an empty string being returned rather than an error message. error_category: If an error occurs, specifies the name of a category to include with the error message. The default category is [Category:Errors reported by Module String]. no_category: If set to 'true' or 1, no category will be added if an error is generated. Unit tests for this module are available at Module:String/tests. ]] local str = {} --[[ len This function returns the length of the target string. Usage: {{#invoke:String|len|target_string|}} OR {{#invoke:String|len|s=target_string}} Parameters s: The string whose length to report If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the target string. ]] function str.len( frame ) local new_args = str._getParameters( frame.args, {'s'} ); local s = new_args['s'] or ''; return mw.ustring.len( s ) end --[[ sub This function returns a substring of the target string at specified indices. Usage: {{#invoke:String|sub|target_string|start_index|end_index}} OR {{#invoke:String|sub|s=target_string|i=start_index|j=end_index}} Parameters s: The string to return a subset of i: The fist index of the substring to return, defaults to 1. j: The last index of the string to return, defaults to the last character. The first character of the string is assigned an index of 1. If either i or j is a negative value, it is interpreted the same as selecting a character by counting from the end of the string. Hence, a value of -1 is the same as selecting the last character of the string. If the requested indices are out of range for the given string, an error is reported. ]] function str.sub( frame ) local new_args = str._getParameters( frame.args, { 's', 'i', 'j' } ); local s = new_args['s'] or ''; local i = tonumber( new_args['i'] ) or 1; local j = tonumber( new_args['j'] ) or -1; local len = mw.ustring.len( s ); -- Convert negatives for range checking if i < 0 then i = len + i + 1; end if j < 0 then j = len + j + 1; end if i > len or j > len or i < 1 or j < 1 then return str._error( 'String subset index out of range' ); end if j < i then return str._error( 'String subset indices out of order' ); end return mw.ustring.sub( s, i, j ) end --[[ This function implements that features of {{str sub old}} and is kept in order to maintain these older templates. ]] function str.sublength( frame ) local i = tonumber( frame.args.i ) or 0 local len = tonumber( frame.args.len ) return mw.ustring.sub( frame.args.s, i + 1, len and ( i + len ) ) end --[[ match This function returns a substring from the source string that matches a specified pattern. Usage: {{#invoke:String|match|source_string|pattern_string|start_index|match_number|plain_flag|nomatch_output}} OR {{#invoke:String|pos|s=source_string|pattern=pattern_string|start=start_index |match=match_number|plain=plain_flag|nomatch=nomatch_output}} Parameters s: The string to search pattern: The pattern or string to find within the string start: The index within the source string to start the search. The first character of the string has index 1. Defaults to 1. match: In some cases it may be possible to make multiple matches on a single string. This specifies which match to return, where the first match is match= 1. If a negative number is specified then a match is returned counting from the last match. Hence match = -1 is the same as requesting the last match. Defaults to 1. plain: A flag indicating that the pattern should be understood as plain text. Defaults to false. nomatch: If no match is found, output the "nomatch" value rather than an error. If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from each string. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. If the match_number or start_index are out of range for the string being queried, then this function generates an error. An error is also generated if no match is found. If one adds the parameter ignore_errors=true, then the error will be suppressed and an empty string will be returned on any failure. For information on constructing Lua patterns, a form of [regular expression], see: * http://www.lua.org/manual/5.1/manual.html#5.4.1 * http://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#Patterns * http://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#Ustring_patterns ]] function str.match( frame ) local new_args = str._getParameters( frame.args, {'s', 'pattern', 'start', 'match', 'plain', 'nomatch'} ); local s = new_args['s'] or ''; local start = tonumber( new_args['start'] ) or 1; local plain_flag = str._getBoolean( new_args['plain'] or false ); local pattern = new_args['pattern'] or ''; local match_index = math.floor( tonumber(new_args['match']) or 1 ); local nomatch = new_args['nomatch']; if s == '' then return str._error( 'Target string is empty' ); end if pattern == '' then return str._error( 'Pattern string is empty' ); end if math.abs(start) < 1 or math.abs(start) > mw.ustring.len( s ) then return str._error( 'Requested start is out of range' ); end if match_index == 0 then return str._error( 'Match index is out of range' ); end if plain_flag then pattern = str._escapePattern( pattern ); end local result if match_index == 1 then -- Find first match is simple case result = mw.ustring.match( s, pattern, start ) else if start > 1 then s = mw.ustring.sub( s, start ); end local iterator = mw.ustring.gmatch(s, pattern); if match_index > 0 then -- Forward search for w in iterator do match_index = match_index - 1; if match_index == 0 then result = w; break; end end else -- Reverse search local result_table = {}; local count = 1; for w in iterator do result_table[count] = w; count = count + 1; end result = result_table[ count + match_index ]; end end if result == nil then if nomatch == nil then return str._error( 'Match not found' ); else return nomatch; end else return result; end end --[[ pos This function returns a single character from the target string at position pos. Usage: {{#invoke:String|pos|target_string|index_value}} OR {{#invoke:String|pos|target=target_string|pos=index_value}} Parameters target: The string to search pos: The index for the character to return If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the target string. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. The first character has an index value of 1. If one requests a negative value, this function will select a character by counting backwards from the end of the string. In other words pos = -1 is the same as asking for the last character. A requested value of zero, or a value greater than the length of the string returns an error. ]] function str.pos( frame ) local new_args = str._getParameters( frame.args, {'target', 'pos'} ); local target_str = new_args['target'] or ''; local pos = tonumber( new_args['pos'] ) or 0; if pos == 0 or math.abs(pos) > mw.ustring.len( target_str ) then return str._error( 'String index out of range' ); end return mw.ustring.sub( target_str, pos, pos ); end --[[ str_find This function duplicates the behavior of {{str_find}}, including all of its quirks. This is provided in order to support existing templates, but is NOT RECOMMENDED for new code and templates. New code is recommended to use the "find" function instead. Returns the first index in "source" that is a match to "target". Indexing is 1-based, and the function returns -1 if the "target" string is not present in "source". Important Note: If the "target" string is empty / missing, this function returns a value of "1", which is generally unexpected behavior, and must be accounted for separatetly. ]] function str.str_find( frame ) local new_args = str._getParameters( frame.args, {'source', 'target'} ); local source_str = new_args['source'] or ''; local target_str = new_args['target'] or ''; if target_str == '' then return 1; end local start = mw.ustring.find( source_str, target_str, 1, true ) if start == nil then start = -1 end return start end --[[ find This function allows one to search for a target string or pattern within another string. Usage: {{#invoke:String|find|source_str|target_string|start_index|plain_flag}} OR {{#invoke:String|find|source=source_str|target=target_str|start=start_index|plain=plain_flag}} Parameters source: The string to search target: The string or pattern to find within source start: The index within the source string to start the search, defaults to 1 plain: Boolean flag indicating that target should be understood as plain text and not as a Lua style regular expression, defaults to true If invoked using named parameters, Mediawiki will automatically remove any leading or trailing whitespace from the parameter. In some circumstances this is desirable, in other cases one may want to preserve the whitespace. This function returns the first index >= "start" where "target" can be found within "source". Indices are 1-based. If "target" is not found, then this function returns 0. If either "source" or "target" are missing / empty, this function also returns 0. This function should be safe for UTF-8 strings. ]] function str.find( frame ) local new_args = str._getParameters( frame.args, {'source', 'target', 'start', 'plain' } ); local source_str = new_args['source'] or ''; local pattern = new_args['target'] or ''; local start_pos = tonumber(new_args['start']) or 1; local plain = new_args['plain'] or true; if source_str == '' or pattern == '' then return 0; end plain = str._getBoolean( plain ); local start = mw.ustring.find( source_str, pattern, start_pos, plain ) if start == nil then start = 0 end return start end --[[ replace This function allows one to replace a target string or pattern within another string. Usage: {{#invoke:String|replace|source_str|pattern_string|replace_string|replacement_count|plain_flag}} OR {{#invoke:String|replace|source=source_string|pattern=pattern_string|replace=replace_string| count=replacement_count|plain=plain_flag}} Parameters source: The string to search pattern: The string or pattern to find within source replace: The replacement text count: The number of occurences to replace, defaults to all. plain: Boolean flag indicating that pattern should be understood as plain text and not as a Lua style regular expression, defaults to true ]] function str.replace( frame ) local new_args = str._getParameters( frame.args, {'source', 'pattern', 'replace', 'count', 'plain' } ); local source_str = new_args['source'] or ''; local pattern = new_args['pattern'] or ''; local replace = new_args['replace'] or ''; local count = tonumber( new_args['count'] ); local plain = new_args['plain'] or true; if source_str == '' or pattern == '' then return source_str; end plain = str._getBoolean( plain ); if plain then pattern = str._escapePattern( pattern ); replace = mw.ustring.gsub( replace, "%%", "%%%%" ); --Only need to escape replacement sequences. end local result; if count ~= nil then result = mw.ustring.gsub( source_str, pattern, replace, count ); else result = mw.ustring.gsub( source_str, pattern, replace ); end return result; end --[[ simple function to pipe string.rep to templates. ]] function str.rep( frame ) local repetitions = tonumber( frame.args[2] ) if not repetitions then return str._error( 'function rep expects a number as second parameter, received "' .. ( frame.args[2] or '' ) .. '"' ) end return string.rep( frame.args[1] or '', repetitions ) end --[[ Helper function that populates the argument list given that user may need to use a mix of named and unnamed parameters. This is relevant because named parameters are not identical to unnamed parameters due to string trimming, and when dealing with strings we sometimes want to either preserve or remove that whitespace depending on the application. ]] function str._getParameters( frame_args, arg_list ) local new_args = {}; local index = 1; local value; for i,arg in ipairs( arg_list ) do value = frame_args[arg] if value == nil then value = frame_args[index]; index = index + 1; end new_args[arg] = value; end return new_args; end --[[ Helper function to handle error messages. ]] function str._error( error_str ) local frame = mw.getCurrentFrame(); local error_category = frame.args.error_category or 'Errors reported by Module String'; local ignore_errors = frame.args.ignore_errors or false; local no_category = frame.args.no_category or false; if str._getBoolean(ignore_errors) then return ''; end local error_str = '<strong class="error">String Module Error: ' .. error_str .. '</strong>'; if error_category ~= '' and not str._getBoolean( no_category ) then error_str = '[[Category:' .. error_category .. ']]' .. error_str; end return error_str; end --[[ Helper Function to interpret boolean strings ]] function str._getBoolean( boolean_str ) local boolean_value; if type( boolean_str ) == 'string' then boolean_str = boolean_str:lower(); if boolean_str == 'false' or boolean_str == 'no' or boolean_str == '0' or boolean_str == '' then boolean_value = false; else boolean_value = true; end elseif type( boolean_str ) == 'boolean' then boolean_value = boolean_str; else error( 'No boolean value found' ); end return boolean_value end --[[ Helper function that escapes all pattern characters so that they will be treated as plain text. ]] function str._escapePattern( pattern_str ) return mw.ustring.gsub( pattern_str, "([%(%)%.%%%+%-%*%?%[%^%$%]])", "%%%1" ); end return str b3f731f2026437e7ef7e3f22bb9d823788125c39 0 442 993 992 2014-03-13T01:21:59Z Culjos07 14 /* Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression. */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression.=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). <p> For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. <p> Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. <p> Reference: <p> Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Accessibility means personalizing technology to meet needs=== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. * The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based * Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] c3bc8dec6b0fa5546a77b55b743884f7dfee5927 992 991 2014-03-13T01:20:31Z Culjos07 14 /* Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression. */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression.=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). <b/> For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. <b/> Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. <b/> Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Accessibility means personalizing technology to meet needs=== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. * The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based * Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 7ac6dae3af42d3dfe070a15f994c9d307a55cf08 991 990 2014-03-13T01:20:15Z Wiedenhs 5 /* Accessibility means personalizing technology to meet needs */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression.=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Accessibility means personalizing technology to meet needs=== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. * The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based * Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 1bd51a64c9c76ee9249cfdf328914455c0cc78fb 990 989 2014-03-13T01:19:55Z Wiedenhs 5 /* Creating Access= */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression.=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Accessibility means personalizing technology to meet needs=== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. * The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based * Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 40c6670db34499ffe0848e7fdbce030c31597778 989 988 2014-03-13T01:18:37Z Culjos07 14 /* Guideline one (Daniel, Josie, Justine) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression.=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Creating Access==== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] a76c98ad9915c1516cce8b0eac03efafdc61208f 988 987 2014-03-13T01:18:08Z Culjos07 14 /* Guideline one (Daniel, Josie, Justine) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Creating Access==== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 75b3621aa6237786173b216ae094fa77d585f95c 987 986 2014-03-13T01:17:04Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression. Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. <p> ===Creating Access==== Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 413aaf5e3e4dc5de8d7d72b049a2ef63c5f0b02b 986 984 2014-03-13T01:12:48Z Trochr21 17 /* Guideline Seven ( Christina, Adam) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression. Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ Technology needs to enhance learning, not distract! By. Adam Wooten and Christina Vernon “If it uses technology, technology needs to enhance learning.” In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] e6380ed7842b6f1d875c73e595b9741d95939359 984 983 2014-03-13T01:10:19Z Culjos07 14 /* Guideline one (Daniel, Josie, Justine) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> Social Media in the Classroom: Jumping off points for experimenting with digital media creation and self expression. Increasing numbers of students are showing evidence of advanced media literacy, often manifesting itself through engagement with social media outlets. Educators can utilize students’ prior knowledge and developing skillsets to move students from friendship-driven to more interest-driven and academic media applications. For this reason, participation with technology in the classroom can be enriched with the use of social media and entertainment-driven activities online (Ito et al., 2008). For example, Twitter could be used in an assembly as a way to check in, vote, and engage students in a particular academic context.This is a meaningful use of technology because it broadens students’ social networks and academic networks. This also is a great way to get students to participate in school. Another example is using an online forum that connects the school library to students through written reviews of books they read. An example of this would be LibraryThing, which is a national social media network for books, used by North Thurston school district in Lacey, WA. This forum facilitates interaction and discussion between students in familiar ways to them, while working within an academic context. This social catalog allows students to think about and research material in a meaningful way. Reference: Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., & ... John D. and Catherine T., MacArthur, F. (2008). Living and learning with new media: Summary of findings from the digital youth project. John D. and Catherine T. Macarthur foundation. ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] e1c619360687e2e00b25cb3804b840050abfba4c 983 982 2014-03-13T01:09:21Z Marvic25 10 /* Place-based Technology */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games. This could apply to future interests in video game design; making physics a useful discipline for our students. If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 93df2da58c407ace8bf58d991cd7d168efe18c8b 982 981 2014-03-13T01:09:05Z Todbri02 15 /* Connecting Technology Use to Learning Targets */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit http://www.k12.wa.us/edtech/standards/ ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] b7bb7702a07e62023e1d888d8d702629652191a9 981 980 2014-03-13T01:08:38Z Todbri02 15 /* Connecting Technology Use to Learning Targets */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit [http://www.k12.wa.us/edtech/standards/] ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5e499cce977bc78b74f35e9f6f67069b87ed17bc 980 979 2014-03-13T01:06:28Z Morrob20 16 /* How to create a Quality Task that uses technology in educative ways */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] cdf235a01332979c1b91c46168ca32c82fc88b98 979 978 2014-03-13T01:03:54Z Cohjes08 6 /* Guideline Eight (Matt, Jessica) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson=== <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Using TPACK and Activity Types to Make Instructional Decisions about Technology=== As teachers, we should make instructional decisions with content goals in mind. If we make technology decisions without knowing our goals, the focus can be the technology instead of learning. There are two tools that teachers can use to help them make instructional decisions about technology. The first is TPACK, the intersection of an educator’s Technical, Pedagogical, and Content Knowledge. The second is Activity Types, which describes what students do when they are engaged in the activity and include possible technologies to help students accomplish the task (Harris & Hofer, 2009). Harris and Hofer explain how TPACK and Activity Types can guide teachers to use technology in a way that helps students reach content goals. First, teachers use their content knowledge to determine an appropriate goal for students. Then teachers use their pedagogical knowledge to make practical decisions about the learning experience. At this point, teachers can use activity types to think about how to sequence the learning. Teachers should then plan assessments. After all this work has been done, teachers can use their technical knowledge to decide on what type of technology will help students meet the goals and fit with the activity types. Here is an example of what that would look like in a social studies classroom: # Goal: Understand the forces influencing the 1960s Civil Rights Movement # Pedagogical decisions: find connections to students’ world # Activity Type: compare and contrast # Formative assessment: student notes and discussion on the similarities and differences between Civil Rights movement and Gay Rights. # Use concept mapping software to create visual representation of similarities and differences. By following this process, teachers can make meaningful and educative use of technology. [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf Article on TPACK and Activity Types (Harris & Hofer)] [http://activitytypes.wmwikis.net Wiki on Activity Types] <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 023a70a2853183930cb2349ab0ba4a035b56cf90 978 977 2014-03-13T01:03:14Z Morrob20 16 Accessibility Means Personalizing Tech to Meet Needs wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson=== <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 4c742d591917b13329597861efe6f0b53ce963ed 977 976 2014-03-13T01:02:30Z Vankat04 12 /* Guideline Three (Kat, Amanda) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Two (Nick, Kelly)=== <p> ===Valuing multiple perspectives in a collaborative classroom.=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f0dd2e17025d0c0aa53176d561e9ee0c507d8b7e 976 975 2014-03-13T01:01:57Z Vankat04 12 /* Guideline Three (Kat, Amanda) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Two (Nick, Kelly)=== <p> ===Guideline Three (Kat, Amanda)=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009; Featherstone et al., 2011; Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 0a419e5e35927484487a9e548486aef7caa3ca11 975 974 2014-03-13T01:01:54Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Two (Nick, Kelly)=== <p> ===Guideline Three (Kat, Amanda)=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009 Featherstone et al., 2011 Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5a1ab7071650fd32d3876478e062b4276aca3752 974 973 2014-03-13T01:01:37Z Vankat04 12 /* Guideline Three (Kat, Amanda) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. <p>In-text citations: Harris & Hofer, 2009 Featherstone et al., 2011 Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 0cb28245062e9b6782909391361549380e9b5d1e 973 972 2014-03-13T01:01:12Z Vankat04 12 /* Guideline Three (Kat, Amanda) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p>It is important to have a collaborative classroom whose different perspectives and learning processes are valued. This is a way to provide access points for students where they can individually take a different viewpoint around the technology and utilize it in a different and effective way. Including different ways as well as finding them, with which the technology enhances personal smartnesses (Featherstone et al., 2011). The use of technology can build interest and engagement with students, and some technology can be used to overcome barriers. This may depend on the type of technology and the learners’ needs. It is also important to be aware of and comfortable with technology and the specific uses it in order to build cultural capital; this is a way for students to transfer the tools learned to different areas. With this in mind all students will gain these valuable skills instead of a select few, as an example when working with group projects around technology all students will be able to contribute. An inclusionary space that values student engagement within the classroom pedagogy can incorporate effective group worthy projects that use technology to enhance conceptual understanding and learning targets (Featherstone et al., 2011; Williams, 2008). In closing, technology and activity types aligned with the different knowledge, conceptual understanding and products attend to students’ gaining insight from a variety of academic strategies. <p>Scaffolding of activity types is important to promote effective technology use in the classroom. Harris & Hofer (2009) mentioned that students developing their knowledge in science or social studies can make use of knowledge activity types to gain a basis for the thinking that will need to happen in order to move towards the learning target. Specific scaffolding that can be utilized for the activity types includes a jig-saw reading that opens up to larger class discussion that helps generate questions. The jig-saw and class discussion are geared more towards building foundational knowledge that can transfer to conceptual understanding. From these questions, students could engage in research around their specific interest. In-text citations: Harris & Hofer, 2009 Featherstone et al., 2011 Williams, 2008 ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] ca8d57c2b89ff6793128650f5dc8cab8045acffb 972 971 2014-03-13T00:52:59Z Morrob20 16 Accessibility Means Personalizing Tech to Meet Needs wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> <Accessibility means personalizing technology to meet needs. Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson (2008) argue that, “By its immediacy and breadth of information, the digital world lowers barriers to self-directed learning”. So it seems obvious that we’d want to reap these benefits but what must we do to successfully accomplish this? There are multiple points of access and they need to be as varied as the individual. Electricity, internet, printers, tablets; all areas of tech require a physical point of access. Programs, code, web literacy; all areas within tech require an access to the literacy within that technology. Both these physical and internal aspects have effects on the individual accessing them: stress, joy, confusion, intrigue and the span of human interaction. This is why accessibility requires personalizing for needs. It is argued in “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” (2014) that “By piloting different programs with these students we were able to find two that were tailored to their specific needs and capable of delivering lessons that enabled them to develop deep understanding of new content and skills”. “The Role of Technology as an enabler of Personalized Learning: The Role of Pilots in Technology Rich Schools” on Bend My Learning by Jennie Dougherty 1/24/14 http://www.blendmylearning.com/2014/01/24/the-role-of-technology-as-an-enabler-of-personalized-learning-the-role-of-pilots-in-technology-rich-schools/ “Self-Directed Peer Based Learning” in “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” on MacArthur Foundation Reports on Digital Media and Learning 2008 by Ito, Horst, Bittanti, Boyd, Herr-Stephenson, Lange, Pascoe, Robinson> ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] d5a729b5bb1867554ea46830bca6c79876a73a5c 971 970 2014-03-13T00:43:23Z Neepau18 8 /* Using Students as Technology Experts */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5a35c0834ce8fc7301f6b80710cf8550760ed1bf 970 969 2014-03-13T00:41:57Z Neepau18 8 /* Using Students as Technology Experts */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] a414351ad4e0465eba4b0e70ff0381c31b5709b0 969 968 2014-03-13T00:40:00Z Neepau18 8 /* Using Students as Technology Experts */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Using Students as Technology Experts=== The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content. <P> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] b184358ad2e795a93711a72c66544efbcd3457c3 968 967 2014-03-13T00:37:44Z Neepau18 8 /* Guideline Five ( Paul, Claudia) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Using Students as Technology Experts=== <The process of teaching peers how to use technology can help students to solidify their own understanding of that technology. In giving the power and responsibility of teaching to students, the teacher shifts into the role of facilitator, overseeing and ensuring that students stay focused on learning objectives. By allowing students to be teachers themselves, the teacher helps students to see themselves as experts and generators of knowledge (Zull, 2002; Engle, 2006). This can increase students’ intrinsic motivation and sense of self-worth. By working as both teachers and learners, students can see that they are part of a broad community of knowledge that is actively growing and changing. Students who use assistive technology (possibly because of special needs) might gain status and be further integrated into the classroom community by serving as experts in their particular technology; this might also normalize assistive technology and decrease the stigma that is sometimes associated with its use. Also, by using students as technology experts, the teacher can set up opportunities for students to make their own connections between their interests and academic goals, while providing additional entry points to content.> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] de562f537459c4c68ee0cb3bff611ba0e4666c8f 967 966 2014-03-13T00:34:23Z Frasierm 13 /* Guideline Two (Mike, Kelly L) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===How to create a Quality Task that uses technology in educative ways=== Students already use technology daily in a variety of ways, sometimes even to learn on their own accord. In the article "Living and Learning with New Media: Summary of Findings from the Digital Youth Project” the authors discuss how new digital media has allowed students to start interacting and learning through their peer or other social networks [http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth-WhitePaper.pdf (Ito et al., 2008)]. They classify three different ways that students use digital media to interact and learn: Hanging out, Messing around, and Geeking Out. Each of these has a slightly different level of student engagement towards learning but all of them do involve peer to peer learning. For Hanging out, students are interacting with technology for communication and skill building purposes. For Messing around, it is a mixture of peer to pear information sharing and seeking quasi-professional insights. For geeing out, students are starting to produce knowledge, build proficiencies , as well as seeking and connecting to professional and quasi-professional communities. Since this is all student driven if we want to use it in a classroom we need to create quality tasks that utilize the students background and the educational standards. If we are including the standards, some in particular to look at would be the [http://www.corestandards.org/ Common Core State Standards] (CCSS) Math and the CCSS College and Career Readiness standards for writing. College and Career readiness anchor Standards for Writing include specific research and presentations standards using technology. The CCSS Math standards also include portions that relate to visualizing and modeling mathematical problems or conjectures; it also connects the standards for mathematical practice with the content standards in various areas. If we want to take that extra step from where students already use technology and apply it to the educational standards we need to consider what kinds of activities different technologies can be used for. In the article "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development” the authors discuss how the intersections between the knowledge of pedagogy, technology, and content can create new access points for students to use technology in educative ways [http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf (Harris & Hofer, 2009)]. By tying the technology to specific activities that not only allow for its use, but expand the learning, we can get students to be more involved in their educational processes. <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] f316977464212cc5af346d21072ccbcaf1eea82f 966 965 2014-03-13T00:27:35Z Marvic25 10 /* Place-based Technology */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 5a5e9acc6aea09de7a8313c7e11db00c1592a613 965 964 2014-03-13T00:26:31Z Marvic25 10 /* Place-based Technology */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/ ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] eb52e4d9cebe050da85b2b81abda15fd429b9d7e 964 963 2014-03-13T00:26:09Z Marvic25 10 /* Place-based Technology */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== <Place-based education allows teachers to place an emphasis on the community and real-life applications of academia (Smith, G., 2002). If we are to add use of technology to place-based education, we can anticipate students’ future uses of technology in their community. Technology surrounds our student’s lives - when they go home, they will almost always interact with technology. Connecting learning targets to student’s lives outside the classroom can serve to inspire intrinsic motivation to learn (Vansteenkiste et al., 2004). If we, as teachers, use the technology that our students use at home, we can connect academic and home life. For example, if we were to create a physics unit around designing realistic movement, we would be involving many of our students interests in video games, which could, potentially also apply to future interests in video game design; making physics a useful discipline for our students.If we hold a book talk in a chat room or blog, students are able to discuss what they learned or what was important within the text - a potential application for future study and discussion in college. The chat room may be a mode of discussion students are already comfortable with and each student gets an equal amount of time to speak. Also, the teacher is left with a tangible transcription of what the students discussed to use for informal assessment. For an example of place-based education that incorporates technology, click below: http://blogs.evergreen.edu/investigations/tori-maratas-unit-plan/> ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 76db9023c96f0affe02a1ac19815af357398f2cb 963 962 2014-03-13T00:08:03Z Todbri02 15 /* Guideline Nine ( Brianna, Marisa) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== <p> ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Connecting Technology Use to Learning Targets=== The use of technology should be tied to the learning standards in multiple ways. The Office of Public Instruction has technology standards that teachers are required to address in their classrooms. In addition to technology standards, teachers must address the content standards of their subject area. Through the TPACK framework, Harris and Hofer (2009) explained that in order for classroom technologies to be educative, teachers must consider content, pedagogical, and technological concerns. For this reason, it is important for teachers to find ways in which technology can best serve content-specific standards while also incorporating learning goals for students related to technology. When teachers are planning a lesson in which technology is incorporated, they should first review the OSPI technology standards and identify which technology standards their lesson addresses. They should then use the TPACK framework to determine how the technology best serves students’ learning. This will help them to consider not only how students are meant to achieve technology-based standards, but also how these will support them in achieving core content standards as well. For more information on the OSPI technology standards, visit www.k12.wa.us/edtech/standards/. ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 3c38dc515e0eaaaa9a9e117125147ba80c1c6227 962 961 2014-03-13T00:02:01Z Marvic25 10 /* Guideline Six ( Tori, Lisa) */ wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Place-based Technology=== <p> ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Guideline Nine ( Brianna, Marisa)=== ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] a550bdc92dd3084c01f8fadb7035ea8460094b66 961 960 2014-03-12T23:58:19Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Guideline Six ( Tori, Lisa)=== <p> ===Guideline Seven ( Christina, Adam)=== <p> ===Guideline Eight (Matt, Jessica)=== <p> ===Guideline Nine ( Brianna, Marisa)=== ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 28eda3d8d0d2139b9d639c87a8a9eabd2dd01a5f 960 930 2014-03-12T23:56:31Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one (Daniel, Josie, Justine)=== <p> ===Guideline Two (Mike, Kelly L)=== <p> ===Guideline Three (Kat, Amanda)=== <p> ===Guideline Four (Kelly S, Nick)=== <p> ===Guideline Five ( Paul, Claudia)=== <p> ===Guideline Six ( Tori, Lisa)=== ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 4acd96253608c8eb57fb3d43b0d296f1bae6b4a6 930 929 2014-01-22T06:54:50Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> Towards the end of the quarter you will work in small groups to adopt a guideline below in order to refine the explanation. <div class="gradientshadow"></div> <p> ===Guideline one=== <p> ===Guideline Two=== <p> ===Guideline Three=== <p> ===Guideline Four=== <p> ===Guideline Five=== <p> ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] d15ba3d3d2c11d293b7491a344e51de113d8086a 929 913 2014-01-22T06:51:19Z Wiedenhs 5 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Guideline one=== <p> ===Guideline Two=== <p> ===Guideline Three=== <p> ===Guideline Four=== <p> ===Guideline Five=== <p> ===etc=== <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] dc2a3a1542b78f5228d952ddc373c4477368a99e 913 911 2014-01-22T01:36:04Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 39f692ca10c4dd243339e50c221424de33bacb4a 911 908 2014-01-22T01:34:24Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> <!-- DO NOT EDIT BELOW THIS LINE --> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 082a9a48cedc9566f4437cc64c3a39308798e690 908 900 2014-01-22T01:30:04Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <p> <br> <br> <div class="gradientshadow"></div> <br> {| class="wikitable" |- style="vertical-align:top;" | style="height:100px; width:300px; text-align:center;" | Part One <br> [[Individual Insights| <font size="6"><b>INDIVIDUAL INSIGHTS</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Two <br> [[Emerging Themes| <font size="6"><b>EMERGING THEMES</b></font>]] | style="height:100px; width:300px; text-align:center;" | Part Three <br> <font size="6"><b>POWERFUL USES OF TECHNOLOGY</b></font> |} <br> <br> <div class="gradientshadow"></div> [[Category:Investigations]] 1908f18e8db4d16e4c2305cf5158a173c82140f4 900 897 2014-01-16T02:30:32Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> <p> ===Group One=== <p> ===Group Two=== <p> ===Group Three=== <p> ===Group Four=== <p> ===Group Five=== <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] <div class="gradientshadow"></div> [[Category:Investigations]] 24a39204567caf4bce6a032b5811fc72959e8406 897 887 2014-01-16T02:22:53Z Irishb 4 wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> ===Individual Insights=== *[[Individual Insights|Part One: Individual Insights]] ===Emerging Themes=== *[[Emerging Themes|Part Two: Emerging Themes]] <div class="gradientshadow"></div> [[Category:Investigations]] 54697867bc48519ba4751d7dfb462046c306b72a 887 2014-01-16T02:13:26Z Irishb 4 Created page with "__NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Tea..." wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''This page is the third part of the Powerful Uses of Technology wiki: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> [[Category:Investigations]] 564f5383b1d64b9068c37236670fab41197b23a8 1 443 985 2014-03-13T01:11:36Z Trochr21 17 /* Technology needs to enhance leaning, not distract! */ new section wikitext text/x-wiki == Technology needs to enhance leaning, not distract! == “If it uses technology, technology needs to enhance learning.” By. Adam Wooten and Christina Vernon In today’s classrooms, students and teachers have more access to different technological methods and devices to support their learning. It is important for educators to not only seek out and include these different tools in lessons but to do so in a fashion that is infused with the objectives and desired learning, not treating it as an independent part of the lesson. There are multiple formats of technology it is essential for educators to select the appropriate method that meets the desired content outcomes and objectives. One way to work toward this is through the combined development strategy of technology, pedagogy and content knowledge (TPACK). In this strategy it is noted, “by focusing first and primarily upon the content and nature of students curriculum-based learning activities, teacher’s TPACK is developed authentically rather than techno-centrically, as an integral aspect of instructional planning and implementation” (Harris and Hofer 2012). Some examples of this infused instruction includes having students use online databases to support their research, such as in a social studies class. Also, having students use recorders to conduct interviews, for a particular social studies focused project, is another such way where the technology is used to enhance learning- as students have the opportunity to engage and interact with sources. For future use, as educators we need to look to see if the technology included doesn’t take away from the desired learning objectives by overwhelming or distracting but instead provides opportunity for greater, enhanced learning. aef33d8b9c03643fe12dffa84bee393c94401bf2 2 323 645 644 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ {{#if:{{ARTICLESPACE}}|edit|auto}} taxon list {{{depth|}}} |1 = children/preload |2 = preload/? }} 0e4d1fbebc189b51c95deb28c74e5edfdbe3f4b6 644 2011-01-02T18:23:23Z Taxobot 0 List child taxa wikitext text/x-wiki {{ {{#if:{{ARTICLESPACE}}|edit|auto}} taxon list {{{depth|}}} |1 = children/preload |2 = preload/? }} 0e4d1fbebc189b51c95deb28c74e5edfdbe3f4b6 2 324 647 646 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>! colspan=2 style="text-align: center; background-color: {{taxobox colour|{{get regnum()|{{{1}}} }} }}" | {{{child rank|{{child rank|{{get rank|{{{1}}} }} }} }}} |- | colspan=2 style="text-align: 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|clade|cohort|informal group|stem group|total group|legion|superlegion|sublegion|infralegion=''{{ucfirst:{{{1}}}}}'' |cladus=''Clade'' |ichnostem-group=Ichnostem-Group |ichnosuperclassis=Ichnosuperclass |ichnoclassis=Ichnoclass |ichnosubclassis=Ichnosubclass |ichnoinfraclassis=Ichnoinfraclass |ichnodivisio=Ichnodivision |ichnosubdivisio=Ichnosubdivision |ichnoinfradivisio=Ichnoinfradivision |ichnomagnordo=Ichnomagnorder |ichnosuperordo=Ichnosuperorder |ichnograndordo=Ichnograndorder |ichnomicrordo=Ichnomicrorder |ichnoordo=Ichnoorder |ichnosubordo=Ichnosuborder |ichnoinfraordo=Ichnoinfraorder |ichnoparvordo=Ichnoparvorder |ichnosuperfamilia=Ichnosuperfamily |ichnofamilia=Ichnofamily |ichnosubfamilia=Ichnosubfamily |ooclassis=Ooclass |oosubclassis=Oosubclass |oosupercohort=Oosupercohort |oocohort=Oocohort |oomagnordo=Oomagnorder |oosuperordo=Oosuperorder |oordo=Oorder |morphotype=Morphotype |oofamilia=Oofamily |oogenus=Oogenus |oosubgenus=Oogenus |oospecies=Oospecies |oosubspecies=Oosubspecies |#default={{ucfirst:{{#titleparts:{{{1}}}|1}} }} }}}}</includeonly><noinclude>{{documentation}}</noinclude> ffa8ea9eb61a1ff875452407ce2fe486a356a034 452 2011-01-26T04:59:45Z Bob the Wikipedian 0 Undid revision 410112782 by [[Special:Contributions/Bob the Wikipedian|Bob the Wikipedian]] ([[User talk:Bob the Wikipedian|talk]]) well that didn't work wikitext text/x-wiki <includeonly>{{#ifeq:{{str_left|{{lc:{{{1}}}}}|8}}|unranked|(unranked)|{{#switch:{{lc:{{#titleparts:{{{1}}}|1}} }}| |informal|informal_group=''Informal group'' |virus_group=Group |superregnum=Superkingdom |divisio|zoodivisio=Division |regnum=Kingdom |subregnum=Subkingdom |zoosectio=Section |zoosubsectio=Subsection |superclassis=Superclass |subclassis=Subclass |infraclassis=Infraclass |classis=Class |magnordo=Magnorder |superordo=Superorder |grandordo=Grandorder |ordo=Order |subordo=Suborder |infraordo=Infraorder |infraordo=Microrder |parvordo=Parvorder |superfamilia=Superfamily |familia=Family |subfamilia=Subfamily |supertribus=Supertribe |tribus=Tribe |subtribus=Subtribe |infratribus=Infratribe |sectio|subsectio|superdivisio={{ucfirst:{{#titleparts:{{{1}}}|1}} }}n |species_group=Species group |species_subgroup=Species subgroup |species_complex=Species complex |clade|cohort|informal group|stem group|total group|legion|superlegion|sublegion|infralegion=''{{ucfirst:{{{1}}}}}'' |cladus=''Clade'' |ichnostem-group=Ichnostem-Group |ichnosuperclassis=Ichnosuperclass |ichnoclassis=Ichnoclass |ichnosubclassis=Ichnosubclass |ichnoinfraclassis=Ichnoinfraclass |ichnodivisio=Ichnodivision |ichnosubdivisio=Ichnosubdivision |ichnoinfradivisio=Ichnoinfradivision |ichnomagnordo=Ichnomagnorder |ichnosuperordo=Ichnosuperorder |ichnograndordo=Ichnograndorder |ichnomicrordo=Ichnomicrorder |ichnoordo=Ichnoorder |ichnosubordo=Ichnosuborder |ichnoinfraordo=Ichnoinfraorder |ichnoparvordo=Ichnoparvorder |ichnosuperfamilia=Ichnosuperfamily |ichnofamilia=Ichnofamily |ichnosubfamilia=Ichnosubfamily |ooclassis=Ooclass |oosubclassis=Oosubclass |oosupercohort=Oosupercohort |oocohort=Oocohort |oomagnordo=Oomagnorder |oosuperordo=Oosuperorder |oordo=Oorder |morphotype=Morphotype |oofamilia=Oofamily |oogenus=Oogenus |oosubgenus=Oogenus |oospecies=Oospecies |oosubspecies=Oosubspecies |#default={{ucfirst:{{#titleparts:{{{1}}}|1}} }} }}}}</includeonly><noinclude>{{documentation}}</noinclude> ffa8ea9eb61a1ff875452407ce2fe486a356a034 10 343 685 684 2013-05-08T17:45:40Z Acwebadmin 1 1 revision wikitext text/x-wiki {{documentation subpage}} Translates a Latinized taxonomic rank into the English equivalent. Designed for use in {{tl|Taxonomy}}. <includeonly> [[Category:Taxobox templates]] </includeonly> 97e9ebd39412649e6b25e07d6bf39faf9528c4fe 684 2012-11-02T23:34:46Z Mogism 0 [[WP:AWB/T|Typo fixing]] and cleanup, [[WP:AWB/T|typos fixed]]: latinized → Latinized using [[Project:AWB|AWB]] (8414) wikitext text/x-wiki {{documentation subpage}} Translates a Latinized taxonomic rank into the English equivalent. Designed for use in {{tl|Taxonomy}}. <includeonly> [[Category:Taxobox templates]] </includeonly> 97e9ebd39412649e6b25e07d6bf39faf9528c4fe 10 363 725 724 2013-05-08T17:45:56Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude>This template left intentionally blank. Please do not delete or create included content. [[Category:Taxobox templates]] </noinclude> f2c742d6e45fe7f53d10db84e969eed7d6af0698 724 2012-04-23T11:05:27Z AGK 0 Protected Template:Auto taxon list: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <noinclude>This template left intentionally blank. Please do not delete or create included content. [[Category:Taxobox templates]] </noinclude> f2c742d6e45fe7f53d10db84e969eed7d6af0698 10 35 69 68 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki (see text)<noinclude> <!-- PUT OTHER CATEGORIES & INTERWIKI LINKS IN /doc PAGE --> {{documentation|Template:Species list/doc}} </noinclude> 7f2374c6b8273a6f6d02b2abbdb30de125bcb181 68 2012-11-02T09:07:42Z Wikid77 0 created, as a helper for [[Template:Taxobox]], in style of [[Template:Auto_taxon_list_1]], with documentation. wikitext text/x-wiki (see text)<noinclude> <!-- PUT OTHER CATEGORIES & INTERWIKI LINKS IN /doc PAGE --> {{documentation|Template:Species list/doc}} </noinclude> 7f2374c6b8273a6f6d02b2abbdb30de125bcb181 10 357 713 712 2013-05-08T17:45:55Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{species list/core |1={{#if:{{is taxon|{{{1|}}}}}|{{get italic link|{{{1|}}}}} }} |3={{#if:{{is taxon|{{{2|}}}}}|{{get italic link|{{{2|}}}}} }} |5={{#if:{{is taxon|{{{3|}}}}}|{{get italic link|{{{3|}}}}} }} |7={{#if:{{is taxon|{{{4|}}}}}|{{get italic link|{{{4|}}}}} }} |9={{#if:{{is taxon|{{{5|}}}}}|{{get italic link|{{{5|}}}}} }} |11={{#if:{{is taxon|{{{6|}}}}}|{{get italic link|{{{6|}}}}} }} |13={{#if:{{is taxon|{{{7|}}}}}|{{get italic link|{{{7|}}}}} }} |15={{#if:{{is taxon|{{{8|}}}}}|{{get italic link|{{{8|}}}}} }} |17={{#if:{{is taxon|{{{9|}}}}}|{{get italic link|{{{9|}}}}} }} |19={{#if:{{is taxon|{{{10|}}}}}|{{get italic link|{{{10|}}}}} }} |21={{#if:{{is taxon|{{{11|}}}}}|{{get italic link|{{{11|}}}}} }} |23={{#if:{{is taxon|{{{12|}}}}}|{{get italic link|{{{12|}}}}} }} |25={{#if:{{is taxon|{{{13|}}}}}|{{get italic link|{{{13|}}}}} }} |27={{#if:{{is taxon|{{{14|}}}}}|{{get italic link|{{{14|}}}}} }} |29={{#if:{{is taxon|{{{15|}}}}}|{{get italic link|{{{15|}}}}} }} |31={{#if:{{is taxon|{{{16|}}}}}|{{get italic link|{{{16|}}}}} }} |33={{#if:{{is taxon|{{{17|}}}}}|{{get italic link|{{{17|}}}}} }} |35={{#if:{{is taxon|{{{18|}}}}}|{{get italic link|{{{18|}}}}} }} |37={{#if:{{is taxon|{{{19|}}}}}|{{get italic link|{{{19|}}}}} }} |39={{#if:{{is taxon|{{{20|}}}}}|{{get italic link|{{{20|}}}}} }} |41={{#if:{{is taxon|{{{21|}}}}}|{{get italic link|{{{21|}}}}} }} |43={{#if:{{is taxon|{{{22|}}}}}|{{get italic link|{{{22|}}}}} }} |45={{#if:{{is taxon|{{{23|}}}}}|{{get italic link|{{{23|}}}}} }} |47={{#if:{{is taxon|{{{24|}}}}}|{{get italic link|{{{24|}}}}} }} |49={{#if:{{is taxon|{{{25|}}}}}|{{get italic link|{{{25|}}}}} }} |51={{#if:{{is taxon|{{{26|}}}}}|{{get italic link|{{{26|}}}}} }} |53={{#if:{{is taxon|{{{27|}}}}}|{{get italic link|{{{27|}}}}} }} |55={{#if:{{is taxon|{{{28|}}}}}|{{get italic link|{{{28|}}}}} }} |57={{#if:{{is taxon|{{{29|}}}}}|{{get italic link|{{{29|}}}}} }} |59={{#if:{{is taxon|{{{30|}}}}}|{{get italic link|{{{30|}}}}} }} |close={{close link}} |open={{open link}} }}|}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> b696a05223403be8b50ac10f626f614f352b97ee 712 2012-04-22T20:21:19Z AGK 0 Changed protection level of Template:Auto taxon list 1: [[Wikipedia:High-risk templates|Highly-visible template]] (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{species list/core |1={{#if:{{is taxon|{{{1|}}}}}|{{get italic link|{{{1|}}}}} }} |3={{#if:{{is taxon|{{{2|}}}}}|{{get italic link|{{{2|}}}}} }} |5={{#if:{{is taxon|{{{3|}}}}}|{{get italic link|{{{3|}}}}} }} |7={{#if:{{is taxon|{{{4|}}}}}|{{get italic link|{{{4|}}}}} }} |9={{#if:{{is taxon|{{{5|}}}}}|{{get italic link|{{{5|}}}}} }} |11={{#if:{{is taxon|{{{6|}}}}}|{{get italic link|{{{6|}}}}} }} |13={{#if:{{is taxon|{{{7|}}}}}|{{get italic link|{{{7|}}}}} }} |15={{#if:{{is taxon|{{{8|}}}}}|{{get italic link|{{{8|}}}}} }} |17={{#if:{{is taxon|{{{9|}}}}}|{{get italic link|{{{9|}}}}} }} |19={{#if:{{is taxon|{{{10|}}}}}|{{get italic link|{{{10|}}}}} }} |21={{#if:{{is taxon|{{{11|}}}}}|{{get italic link|{{{11|}}}}} }} |23={{#if:{{is taxon|{{{12|}}}}}|{{get italic link|{{{12|}}}}} }} |25={{#if:{{is taxon|{{{13|}}}}}|{{get italic link|{{{13|}}}}} }} |27={{#if:{{is taxon|{{{14|}}}}}|{{get italic link|{{{14|}}}}} }} |29={{#if:{{is taxon|{{{15|}}}}}|{{get italic link|{{{15|}}}}} }} |31={{#if:{{is taxon|{{{16|}}}}}|{{get italic link|{{{16|}}}}} }} |33={{#if:{{is taxon|{{{17|}}}}}|{{get italic link|{{{17|}}}}} }} |35={{#if:{{is taxon|{{{18|}}}}}|{{get italic link|{{{18|}}}}} }} |37={{#if:{{is taxon|{{{19|}}}}}|{{get italic link|{{{19|}}}}} }} |39={{#if:{{is taxon|{{{20|}}}}}|{{get italic link|{{{20|}}}}} }} |41={{#if:{{is taxon|{{{21|}}}}}|{{get italic link|{{{21|}}}}} }} |43={{#if:{{is taxon|{{{22|}}}}}|{{get italic link|{{{22|}}}}} }} |45={{#if:{{is taxon|{{{23|}}}}}|{{get italic link|{{{23|}}}}} }} |47={{#if:{{is taxon|{{{24|}}}}}|{{get italic link|{{{24|}}}}} }} |49={{#if:{{is taxon|{{{25|}}}}}|{{get italic link|{{{25|}}}}} }} |51={{#if:{{is taxon|{{{26|}}}}}|{{get italic link|{{{26|}}}}} }} |53={{#if:{{is taxon|{{{27|}}}}}|{{get italic link|{{{27|}}}}} }} |55={{#if:{{is taxon|{{{28|}}}}}|{{get italic link|{{{28|}}}}} }} |57={{#if:{{is taxon|{{{29|}}}}}|{{get italic link|{{{29|}}}}} }} |59={{#if:{{is taxon|{{{30|}}}}}|{{get italic link|{{{30|}}}}} }} |close={{close link}} |open={{open link}} }}|}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> b696a05223403be8b50ac10f626f614f352b97ee 10 358 715 714 2013-05-08T17:45:55Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{nested taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=1}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=1}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=1}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=1}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=1}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=1}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=1}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=1}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=1}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=1}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=1}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=1}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 1ca2941573b70fab7bb00708c7a5f0b28bdeeda2 714 2011-01-03T14:41:32Z Smith609 0 Check is taxon wikitext text/x-wiki <includeonly>{{nested taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=1}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=1}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=1}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=1}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=1}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=1}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=1}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=1}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=1}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=1}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=1}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=1}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 1ca2941573b70fab7bb00708c7a5f0b28bdeeda2 10 360 719 718 2013-05-08T17:45:56Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=1}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=1}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=1}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=1}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=1}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=1}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=1}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=1}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=1}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=1}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=1}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=1}} |37={{#if:{{is taxon|{{{13}}} }}|{{get link|{{{13|}}}}} }}|39={{Child taxa/{{{13|}}}|depth=1}} |40={{#if:{{is taxon|{{{14}}} }}|{{get link|{{{14|}}}}} }}|42={{Child taxa/{{{14|}}}|depth=1}} |43={{#if:{{is taxon|{{{15}}} }}|{{get link|{{{15|}}}}} }}|45={{Child taxa/{{{15|}}}|depth=1}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 7d017ffe291919473a2be711de3b64dc2933f690 718 2011-01-03T22:34:04Z Smith609 0 Support 3 more taxa wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=1}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=1}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=1}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=1}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=1}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=1}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=1}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=1}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=1}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=1}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=1}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=1}} |37={{#if:{{is taxon|{{{13}}} }}|{{get link|{{{13|}}}}} }}|39={{Child taxa/{{{13|}}}|depth=1}} |40={{#if:{{is taxon|{{{14}}} }}|{{get link|{{{14|}}}}} }}|42={{Child taxa/{{{14|}}}|depth=1}} |43={{#if:{{is taxon|{{{15}}} }}|{{get link|{{{15|}}}}} }}|45={{Child taxa/{{{15|}}}|depth=1}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 7d017ffe291919473a2be711de3b64dc2933f690 10 353 705 704 2013-05-08T17:45:54Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{nested taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=2}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=2}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=2}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=2}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=2}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=2}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=2}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=2}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=2}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=2}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=2}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=2}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 76e180bcc07fb168c2703c87993e91c676e868bf 704 2011-01-03T14:42:44Z Smith609 0 Check is taxon wikitext text/x-wiki <includeonly>{{nested taxon list |1={{#if:{{is taxon|{{{1}}} }}|{{get link|{{{1|}}}}} }}|3={{Child taxa/{{{1|}}}|depth=2}} |4={{#if:{{is taxon|{{{2}}} }}|{{get link|{{{2|}}}}} }}|6={{Child taxa/{{{2|}}}|depth=2}} |7={{#if:{{is taxon|{{{3}}} }}|{{get link|{{{3|}}}}} }}|9={{Child taxa/{{{3|}}}|depth=2}} |10={{#if:{{is taxon|{{{4}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=2}} |13={{#if:{{is taxon|{{{5}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=2}} |16={{#if:{{is taxon|{{{6}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=2}} |19={{#if:{{is taxon|{{{7}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=2}} |22={{#if:{{is taxon|{{{8}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=2}} |25={{#if:{{is taxon|{{{9}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=2}} |28={{#if:{{is taxon|{{{10}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=2}} |31={{#if:{{is taxon|{{{11}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=2}} |34={{#if:{{is taxon|{{{12}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=2}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 76e180bcc07fb168c2703c87993e91c676e868bf 10 359 717 716 2013-05-08T17:45:55Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{is taxon|{{{1|}}} }}|{{get link|{{{1|}}}}} }}|3={{#if:{{is taxon|{{{1|}}} }}|{{Child taxa/{{{1|}}}|depth=2}} }} |4={{#if:{{is taxon|{{{2|}}} }}|{{get link|{{{2|}}}}} }}|6={{#if:{{is taxon|{{{2|}}} }}|{{Child taxa/{{{2|}}}|depth=2}} }} |7={{#if:{{is taxon|{{{3|}}} }}|{{get link|{{{3|}}}}} }}|9={{#if:{{is taxon|{{{3|}}} }}|{{Child taxa/{{{3|}}}|depth=2}} }} |10={{#if:{{is taxon|{{{4|}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=2}} |13={{#if:{{is taxon|{{{5|}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=2}} |16={{#if:{{is taxon|{{{6|}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=2}} |19={{#if:{{is taxon|{{{7|}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=2}} |22={{#if:{{is taxon|{{{8|}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=2}} |25={{#if:{{is taxon|{{{9|}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=2}} |28={{#if:{{is taxon|{{{10|}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=2}} |31={{#if:{{is taxon|{{{11|}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=2}} |34={{#if:{{is taxon|{{{12|}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=2}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c2ff3f3925b1375d9ab15f236a83bf32cdcd15fb 716 2011-01-20T21:19:49Z Smith609 0 Only display list if it's a taxon, too. wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{is taxon|{{{1|}}} }}|{{get link|{{{1|}}}}} }}|3={{#if:{{is taxon|{{{1|}}} }}|{{Child taxa/{{{1|}}}|depth=2}} }} |4={{#if:{{is taxon|{{{2|}}} }}|{{get link|{{{2|}}}}} }}|6={{#if:{{is taxon|{{{2|}}} }}|{{Child taxa/{{{2|}}}|depth=2}} }} |7={{#if:{{is taxon|{{{3|}}} }}|{{get link|{{{3|}}}}} }}|9={{#if:{{is taxon|{{{3|}}} }}|{{Child taxa/{{{3|}}}|depth=2}} }} |10={{#if:{{is taxon|{{{4|}}} }}|{{get link|{{{4|}}}}} }}|12={{Child taxa/{{{4|}}}|depth=2}} |13={{#if:{{is taxon|{{{5|}}} }}|{{get link|{{{5|}}}}} }}|15={{Child taxa/{{{5|}}}|depth=2}} |16={{#if:{{is taxon|{{{6|}}} }}|{{get link|{{{6|}}}}} }}|18={{Child taxa/{{{6|}}}|depth=2}} |19={{#if:{{is taxon|{{{7|}}} }}|{{get link|{{{7|}}}}} }}|21={{Child taxa/{{{7|}}}|depth=2}} |22={{#if:{{is taxon|{{{8|}}} }}|{{get link|{{{8|}}}}} }}|24={{Child taxa/{{{8|}}}|depth=2}} |25={{#if:{{is taxon|{{{9|}}} }}|{{get link|{{{9|}}}}} }}|27={{Child taxa/{{{9|}}}|depth=2}} |28={{#if:{{is taxon|{{{10|}}} }}|{{get link|{{{10|}}}}} }}|30={{Child taxa/{{{10|}}}|depth=2}} |31={{#if:{{is taxon|{{{11|}}} }}|{{get link|{{{11|}}}}} }}|33={{Child taxa/{{{11|}}}|depth=2}} |34={{#if:{{is taxon|{{{12|}}} }}|{{get link|{{{12|}}}}} }}|36={{Child taxa/{{{12|}}}|depth=2}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c2ff3f3925b1375d9ab15f236a83bf32cdcd15fb 10 352 703 702 2013-05-08T17:45:54Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{{1|}}}|{{get link|{{{1|}}}}} }}|3={{User:Taxobot/children/{{{1|}}}|depth=2 collapsible}} |4={{#if:{{{2|}}}|{{get link|{{{2|}}}}} }}|6={{User:Taxobot/children/{{{2|}}}|depth=2 collapsible}} |7={{#if:{{{3|}}}|{{get link|{{{3|}}}}} }}|9={{User:Taxobot/children/{{{3|}}}|depth=2 collapsible}} |10={{#if:{{{4|}}}|{{get link|{{{4|}}}}} }}|12={{User:Taxobot/children/{{{4|}}}|depth=2 collapsible}} |13={{#if:{{{5|}}}|{{get link|{{{5|}}}}} }}|15={{User:Taxobot/children/{{{5|}}}|depth=2 collapsible}} |16={{#if:{{{6|}}}|{{get link|{{{6|}}}}} }}|18={{User:Taxobot/children/{{{6|}}}|depth=2 collapsible}} |19={{#if:{{{7|}}}|{{get link|{{{7|}}}}} }}|21={{User:Taxobot/children/{{{7|}}}|depth=2 collapsible}} |22={{#if:{{{8|}}}|{{get link|{{{8|}}}}} }}|24={{User:Taxobot/children/{{{8|}}}|depth=2 collapsible}} |25={{#if:{{{9|}}}|{{get link|{{{9|}}}}} }}|27={{User:Taxobot/children/{{{9|}}}|depth=2 collapsible}} |28={{#if:{{{10|}}}|{{get link|{{{10|}}}}} }}|30={{User:Taxobot/children/{{{10|}}}|depth=2 collapsible}} |31={{#if:{{{11|}}}|{{get link|{{{11|}}}}} }}|33={{User:Taxobot/children/{{{11|}}}|depth=2 collapsible}} |34={{#if:{{{12|}}}|{{get link|{{{12|}}}}} }}|36={{User:Taxobot/children/{{{12|}}}|depth=2 collapsible}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 21513c065be03ef370c5912bb0dc12be435ec075 702 2010-12-23T23:42:45Z Smith609 0 Try collapsible twice? wikitext text/x-wiki <includeonly>{{collapsible taxon list |1={{#if:{{{1|}}}|{{get link|{{{1|}}}}} }}|3={{User:Taxobot/children/{{{1|}}}|depth=2 collapsible}} |4={{#if:{{{2|}}}|{{get link|{{{2|}}}}} }}|6={{User:Taxobot/children/{{{2|}}}|depth=2 collapsible}} |7={{#if:{{{3|}}}|{{get link|{{{3|}}}}} }}|9={{User:Taxobot/children/{{{3|}}}|depth=2 collapsible}} |10={{#if:{{{4|}}}|{{get link|{{{4|}}}}} }}|12={{User:Taxobot/children/{{{4|}}}|depth=2 collapsible}} |13={{#if:{{{5|}}}|{{get link|{{{5|}}}}} }}|15={{User:Taxobot/children/{{{5|}}}|depth=2 collapsible}} |16={{#if:{{{6|}}}|{{get link|{{{6|}}}}} }}|18={{User:Taxobot/children/{{{6|}}}|depth=2 collapsible}} |19={{#if:{{{7|}}}|{{get link|{{{7|}}}}} }}|21={{User:Taxobot/children/{{{7|}}}|depth=2 collapsible}} |22={{#if:{{{8|}}}|{{get link|{{{8|}}}}} }}|24={{User:Taxobot/children/{{{8|}}}|depth=2 collapsible}} |25={{#if:{{{9|}}}|{{get link|{{{9|}}}}} }}|27={{User:Taxobot/children/{{{9|}}}|depth=2 collapsible}} |28={{#if:{{{10|}}}|{{get link|{{{10|}}}}} }}|30={{User:Taxobot/children/{{{10|}}}|depth=2 collapsible}} |31={{#if:{{{11|}}}|{{get link|{{{11|}}}}} }}|33={{User:Taxobot/children/{{{11|}}}|depth=2 collapsible}} |34={{#if:{{{12|}}}|{{get link|{{{12|}}}}} }}|36={{User:Taxobot/children/{{{12|}}}|depth=2 collapsible}} |close={{close link}} |open={{open link}} }}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 21513c065be03ef370c5912bb0dc12be435ec075 10 325 649 648 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{species list/core |1={{#if:{{{1|}}}|{{get italic link|{{{1|}}}}} }}|2={{edit a taxon|{{{1|}}}}} |3={{#if:{{{2|}}}|{{get italic link|{{{2|}}}}} }}|4={{edit a taxon|{{{2|}}}}} |5={{#if:{{{3|}}}|{{get italic link|{{{3|}}}}} }}|6={{edit a taxon|{{{3|}}}}} |7={{#if:{{{4|}}}|{{get italic link|{{{4|}}}}} }}|8={{edit a taxon|{{{4|}}}}} |9={{#if:{{{5|}}}|{{get italic link|{{{5|}}}}} }}|10={{edit a taxon|{{{5|}}}}} |11={{#if:{{{6|}}}|{{get italic link|{{{6|}}}}} }}|12={{edit a taxon|{{{6|}}}}} |13={{#if:{{{7|}}}|{{get italic link|{{{7|}}}}} }}|14={{edit a taxon|{{{7|}}}}} |15={{#if:{{{8|}}}|{{get italic link|{{{8|}}}}} }}|16={{edit a taxon|{{{8|}}}}} |17={{#if:{{{9|}}}|{{get italic link|{{{9|}}}}} }}|18={{edit a taxon|{{{9|}}}}} |19={{#if:{{{10|}}}|{{get italic link|{{{10|}}}}} }}|20={{edit a taxon|{{{10|}}}}} |21={{#if:{{{11|}}}|{{get italic link|{{{11|}}}}} }}|22={{edit a taxon|{{{11|}}}}} |23={{#if:{{{12|}}}|{{get italic link|{{{12|}}}}} }}|24={{edit a taxon|{{{12|}}}}} |25={{#if:{{{13|}}}|{{get italic link|{{{13|}}}}} }}|26={{edit a taxon|{{{13|}}}}} |27={{#if:{{{14|}}}|{{get italic link|{{{14|}}}}} }}|28={{edit a taxon|{{{14|}}}}} |29={{#if:{{{15|}}}|{{get italic link|{{{15|}}}}} }}|30={{edit a taxon|{{{15|}}}}} |31={{#if:{{{16|}}}|{{get italic link|{{{16|}}}}} }}|32={{edit a taxon|{{{16|}}}}} |33={{#if:{{{17|}}}|{{get italic link|{{{17|}}}}} }}|34={{edit a taxon|{{{17|}}}}} |35={{#if:{{{18|}}}|{{get italic link|{{{18|}}}}} }}|36={{edit a taxon|{{{18|}}}}} |37={{#if:{{{19|}}}|{{get italic link|{{{19|}}}}} }}|38={{edit a taxon|{{{19|}}}}} |39={{#if:{{{20|}}}|{{get italic link|{{{20|}}}}} }}|40={{edit a taxon|{{{20|}}}}} |open={{open link}} |close={{close link}} }}|No child taxa.}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 25d25bad30df4322329333d2b128fb30739b40db 648 2012-04-23T11:05:26Z AGK 0 Protected Template:Auto taxon list edit: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{species list/core |1={{#if:{{{1|}}}|{{get italic link|{{{1|}}}}} }}|2={{edit a taxon|{{{1|}}}}} |3={{#if:{{{2|}}}|{{get italic link|{{{2|}}}}} }}|4={{edit a taxon|{{{2|}}}}} |5={{#if:{{{3|}}}|{{get italic link|{{{3|}}}}} }}|6={{edit a taxon|{{{3|}}}}} |7={{#if:{{{4|}}}|{{get italic link|{{{4|}}}}} }}|8={{edit a taxon|{{{4|}}}}} |9={{#if:{{{5|}}}|{{get italic link|{{{5|}}}}} }}|10={{edit a taxon|{{{5|}}}}} |11={{#if:{{{6|}}}|{{get italic link|{{{6|}}}}} }}|12={{edit a taxon|{{{6|}}}}} |13={{#if:{{{7|}}}|{{get italic link|{{{7|}}}}} }}|14={{edit a taxon|{{{7|}}}}} |15={{#if:{{{8|}}}|{{get italic link|{{{8|}}}}} }}|16={{edit a taxon|{{{8|}}}}} |17={{#if:{{{9|}}}|{{get italic link|{{{9|}}}}} }}|18={{edit a taxon|{{{9|}}}}} |19={{#if:{{{10|}}}|{{get italic link|{{{10|}}}}} }}|20={{edit a taxon|{{{10|}}}}} |21={{#if:{{{11|}}}|{{get italic link|{{{11|}}}}} }}|22={{edit a taxon|{{{11|}}}}} |23={{#if:{{{12|}}}|{{get italic link|{{{12|}}}}} }}|24={{edit a taxon|{{{12|}}}}} |25={{#if:{{{13|}}}|{{get italic link|{{{13|}}}}} }}|26={{edit a taxon|{{{13|}}}}} |27={{#if:{{{14|}}}|{{get italic link|{{{14|}}}}} }}|28={{edit a taxon|{{{14|}}}}} |29={{#if:{{{15|}}}|{{get italic link|{{{15|}}}}} }}|30={{edit a taxon|{{{15|}}}}} |31={{#if:{{{16|}}}|{{get italic link|{{{16|}}}}} }}|32={{edit a taxon|{{{16|}}}}} |33={{#if:{{{17|}}}|{{get italic link|{{{17|}}}}} }}|34={{edit a taxon|{{{17|}}}}} |35={{#if:{{{18|}}}|{{get italic link|{{{18|}}}}} }}|36={{edit a taxon|{{{18|}}}}} |37={{#if:{{{19|}}}|{{get italic link|{{{19|}}}}} }}|38={{edit a taxon|{{{19|}}}}} |39={{#if:{{{20|}}}|{{get italic link|{{{20|}}}}} }}|40={{edit a taxon|{{{20|}}}}} |open={{open link}} |close={{close link}} }}|No child taxa.}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 25d25bad30df4322329333d2b128fb30739b40db 10 361 721 720 2013-05-08T17:45:56Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{Collapsible taxon list |1={{#if:{{{1|}}}|{{get italic link with disambig|{{{1|}}} }} }}|2={{edit a taxon|{{{1|}}}}}|3={{#ifexist:Template:Child taxa/{{{1|}}}|{{Child taxa/{{{1|}}}|depth=edit}} }} |4={{#if:{{{2|}}}|{{get italic link with disambig|{{{2|}}}}} }}|5={{edit a taxon|{{{2|}}}}}|6={{#ifexist:Template:Child taxa/{{{2|}}}|{{Child taxa/{{{2|}}}|depth=edit}} }} |7={{#if:{{{3|}}}|{{get italic link with disambig|{{{3|}}}}} }}|8={{edit a taxon|{{{3|}}}}}|9={{#ifexist:Template:Child taxa/{{{3|}}}|{{Child taxa/{{{3|}}}|depth=edit}} }} |10={{#if:{{{4|}}}|{{get italic link with disambig|{{{4|}}}}} }}|11={{edit a taxon|{{{4|}}}}}|12={{#ifexist:Template:Child taxa/{{{4|}}}|{{Child taxa/{{{4|}}}|depth=edit}} }} |13={{#if:{{{5|}}}|{{get italic link with disambig|{{{5|}}}}} }}|14={{edit a taxon|{{{5|}}}}}|15={{#ifexist:Template:Child taxa/{{{5|}}}|{{Child taxa/{{{5|}}}|depth=edit}} }} |16={{#if:{{{6|}}}|{{get italic link with disambig|{{{6|}}}}} }}|17={{edit a taxon|{{{6|}}}}}|18={{#ifexist:Template:Child taxa/{{{6|}}}|{{Child taxa/{{{6|}}}|depth=edit}} }} |19={{#if:{{{7|}}}|{{get italic link with disambig|{{{7|}}}}} }}|20={{edit a taxon|{{{7|}}}}}|21={{#ifexist:Template:Child taxa/{{{7|}}}|{{Child taxa/{{{7|}}}|depth=edit}} }} |22={{#if:{{{8|}}}|{{get italic link with disambig|{{{8|}}}}} }}|23={{edit a taxon|{{{8|}}}}}|24={{#ifexist:Template:Child taxa/{{{8|}}}|{{Child taxa/{{{8|}}}|depth=edit}} }} |25={{#if:{{{9|}}}|{{get italic link with disambig|{{{9|}}}}} }}|26={{edit a taxon|{{{9|}}}}}|27={{#ifexist:Template:Child taxa/{{{9|}}}|{{Child taxa/{{{9|}}}|depth=edit}} }} |28={{#if:{{{10|}}}|{{get italic link with disambig|{{{10|}}}}} }}|29={{edit a taxon|{{{10|}}}}}|30={{#ifexist:Template:Child taxa/{{{10|}}}|{{Child taxa/{{{10|}}}|depth=edit}} }} |31={{#if:{{{11|}}}|{{get italic link with disambig|{{{11|}}}}} }}|32={{edit a taxon|{{{11|}}}}}|33={{#ifexist:Template:Child taxa/{{{11|}}}|{{Child taxa/{{{11|}}}|depth=edit}} }} |34={{#if:{{{12|}}}|{{get italic link with disambig|{{{12|}}}}} }}|35={{edit a taxon|{{{12|}}}}}|36={{#ifexist:Template:Child taxa/{{{12|}}}|{{Child taxa/{{{12|}}}|depth=edit}} }} |37={{#if:{{{13|}}}|{{get italic link with disambig|{{{13|}}}}} }}|38={{edit a taxon|{{{13|}}}}}|39={{#ifexist:Template:Child taxa/{{{13|}}}|{{Child taxa/{{{13|}}}|depth=edit}} }} |40={{#if:{{{14|}}}|{{get italic link with disambig|{{{14|}}}}} }}|41={{edit a taxon|{{{14|}}}}}|42={{#ifexist:Template:Child taxa/{{{14|}}}|{{Child taxa/{{{14|}}}|depth=edit}} }} |43={{#if:{{{15|}}}|{{get italic link with disambig|{{{15|}}}}} }}|44={{edit a taxon|{{{15|}}}}}|45={{#ifexist:Template:Child taxa/{{{15|}}}|{{Child taxa/{{{15|}}}|depth=edit}} }} |46={{#if:{{{16|}}}|{{get italic link with disambig|{{{16|}}}}} }}|47={{edit a taxon|{{{16|}}}}}|48={{#ifexist:Template:Child taxa/{{{16|}}}|{{Child taxa/{{{16|}}}|depth=edit}} }} |49={{#if:{{{17|}}}|{{get italic link with disambig|{{{17|}}}}} }}|50={{edit a taxon|{{{17|}}}}}|51={{#ifexist:Template:Child taxa/{{{17|}}}|{{Child taxa/{{{17|}}}|depth=edit}} }} |52={{#if:{{{18|}}}|{{get italic link with disambig|{{{18|}}}}} }}|53={{edit a taxon|{{{18|}}}}}|54={{#ifexist:Template:Child taxa/{{{18|}}}|{{Child taxa/{{{18|}}}|depth=edit}} }} |55={{#if:{{{19|}}}|{{get italic link with disambig|{{{19|}}}}} }}|56={{edit a taxon|{{{19|}}}}}|57={{#ifexist:Template:Child taxa/{{{19|}}}|{{Child taxa/{{{19|}}}|depth=edit}} }} |58={{#if:{{{20|}}}|{{get italic link with disambig|{{{20|}}}}} }}|59={{edit a taxon|{{{20|}}}}}|60={{#ifexist:Template:Child taxa/{{{20|}}}|{{Child taxa/{{{20|}}}|depth=edit}} }} |61={{#if:{{{21|}}}|{{get italic link with disambig|{{{21|}}}}} }}|62={{edit a taxon|{{{21|}}}}}|63={{#ifexist:Template:Child taxa/{{{21|}}}|{{Child taxa/{{{21|}}}|depth=edit}} }} |64={{#if:{{{22|}}}|{{get italic link with disambig|{{{22|}}}}} }}|65={{edit a taxon|{{{22|}}}}}|66={{#ifexist:Template:Child taxa/{{{22|}}}|{{Child taxa/{{{22|}}}|depth=edit}} }} |67={{#if:{{{23|}}}|{{get italic link with disambig|{{{23|}}}}} }}|68={{edit a taxon|{{{23|}}}}}|69={{#ifexist:Template:Child taxa/{{{23|}}}|{{Child taxa/{{{23|}}}|depth=edit}} }} |70={{#if:{{{24|}}}|{{get italic link with disambig|{{{24|}}}}} }}|71={{edit a taxon|{{{24|}}}}}|72={{#ifexist:Template:Child taxa/{{{24|}}}|{{Child taxa/{{{24|}}}|depth=edit}} }} |73={{#if:{{{25|}}}|{{get italic link with disambig|{{{25|}}}}} }}|74={{edit a taxon|{{{25|}}}}}|75={{#ifexist:Template:Child taxa/{{{25|}}}|{{Child taxa/{{{25|}}}|depth=edit}} }} |76={{#if:{{{26|}}}|{{get italic link with disambig|{{{26|}}}}} }}|77={{edit a taxon|{{{26|}}}}}|78={{#ifexist:Template:Child taxa/{{{26|}}}|{{Child taxa/{{{26|}}}|depth=edit}} }} |79={{#if:{{{27|}}}|{{get italic link with disambig|{{{27|}}}}} }}|80={{edit a taxon|{{{27|}}}}}|81={{#ifexist:Template:Child taxa/{{{27|}}}|{{Child taxa/{{{27|}}}|depth=edit}} }} |82={{#if:{{{28|}}}|{{get italic link with disambig|{{{28|}}}}} }}|83={{edit a taxon|{{{28|}}}}}|84={{#ifexist:Template:Child taxa/{{{28|}}}|{{Child taxa/{{{28|}}}|depth=edit}} }} |85={{#if:{{{29|}}}|{{get italic link with disambig|{{{29|}}}}} }}|86={{edit a taxon|{{{29|}}}}}|87={{#ifexist:Template:Child taxa/{{{29|}}}|{{Child taxa/{{{29|}}}|depth=edit}} }} |88={{#if:{{{30|}}}|{{get italic link with disambig|{{{30|}}}}} }}|89={{edit a taxon|{{{30|}}}}}|90={{#ifexist:Template:Child taxa/{{{30|}}}|{{Child taxa/{{{30|}}}|depth=edit}} }} |open={{open link}} |close={{close link}} }}|No child taxa.}}{{add new taxon}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c634265ff7181e724e92847f763ac18a0c4f6ead 720 2012-04-23T11:05:26Z AGK 0 Protected Template:Auto taxon list edit 2: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{Collapsible taxon list |1={{#if:{{{1|}}}|{{get italic link with disambig|{{{1|}}} }} }}|2={{edit a taxon|{{{1|}}}}}|3={{#ifexist:Template:Child taxa/{{{1|}}}|{{Child taxa/{{{1|}}}|depth=edit}} }} |4={{#if:{{{2|}}}|{{get italic link with disambig|{{{2|}}}}} }}|5={{edit a taxon|{{{2|}}}}}|6={{#ifexist:Template:Child taxa/{{{2|}}}|{{Child taxa/{{{2|}}}|depth=edit}} }} |7={{#if:{{{3|}}}|{{get italic link with disambig|{{{3|}}}}} }}|8={{edit a taxon|{{{3|}}}}}|9={{#ifexist:Template:Child taxa/{{{3|}}}|{{Child taxa/{{{3|}}}|depth=edit}} }} |10={{#if:{{{4|}}}|{{get italic link with disambig|{{{4|}}}}} }}|11={{edit a taxon|{{{4|}}}}}|12={{#ifexist:Template:Child taxa/{{{4|}}}|{{Child taxa/{{{4|}}}|depth=edit}} }} |13={{#if:{{{5|}}}|{{get italic link with disambig|{{{5|}}}}} }}|14={{edit a taxon|{{{5|}}}}}|15={{#ifexist:Template:Child taxa/{{{5|}}}|{{Child taxa/{{{5|}}}|depth=edit}} }} |16={{#if:{{{6|}}}|{{get italic link with disambig|{{{6|}}}}} }}|17={{edit a taxon|{{{6|}}}}}|18={{#ifexist:Template:Child taxa/{{{6|}}}|{{Child taxa/{{{6|}}}|depth=edit}} }} |19={{#if:{{{7|}}}|{{get italic link with disambig|{{{7|}}}}} }}|20={{edit a taxon|{{{7|}}}}}|21={{#ifexist:Template:Child taxa/{{{7|}}}|{{Child taxa/{{{7|}}}|depth=edit}} }} |22={{#if:{{{8|}}}|{{get italic link with disambig|{{{8|}}}}} }}|23={{edit a taxon|{{{8|}}}}}|24={{#ifexist:Template:Child taxa/{{{8|}}}|{{Child taxa/{{{8|}}}|depth=edit}} }} |25={{#if:{{{9|}}}|{{get italic link with disambig|{{{9|}}}}} }}|26={{edit a taxon|{{{9|}}}}}|27={{#ifexist:Template:Child taxa/{{{9|}}}|{{Child taxa/{{{9|}}}|depth=edit}} }} |28={{#if:{{{10|}}}|{{get italic link with disambig|{{{10|}}}}} }}|29={{edit a taxon|{{{10|}}}}}|30={{#ifexist:Template:Child taxa/{{{10|}}}|{{Child taxa/{{{10|}}}|depth=edit}} }} |31={{#if:{{{11|}}}|{{get italic link with disambig|{{{11|}}}}} }}|32={{edit a taxon|{{{11|}}}}}|33={{#ifexist:Template:Child taxa/{{{11|}}}|{{Child taxa/{{{11|}}}|depth=edit}} }} |34={{#if:{{{12|}}}|{{get italic link with disambig|{{{12|}}}}} }}|35={{edit a taxon|{{{12|}}}}}|36={{#ifexist:Template:Child taxa/{{{12|}}}|{{Child taxa/{{{12|}}}|depth=edit}} }} |37={{#if:{{{13|}}}|{{get italic link with disambig|{{{13|}}}}} }}|38={{edit a taxon|{{{13|}}}}}|39={{#ifexist:Template:Child taxa/{{{13|}}}|{{Child taxa/{{{13|}}}|depth=edit}} }} |40={{#if:{{{14|}}}|{{get italic link with disambig|{{{14|}}}}} }}|41={{edit a taxon|{{{14|}}}}}|42={{#ifexist:Template:Child taxa/{{{14|}}}|{{Child taxa/{{{14|}}}|depth=edit}} }} |43={{#if:{{{15|}}}|{{get italic link with disambig|{{{15|}}}}} }}|44={{edit a taxon|{{{15|}}}}}|45={{#ifexist:Template:Child taxa/{{{15|}}}|{{Child taxa/{{{15|}}}|depth=edit}} }} |46={{#if:{{{16|}}}|{{get italic link with disambig|{{{16|}}}}} }}|47={{edit a taxon|{{{16|}}}}}|48={{#ifexist:Template:Child taxa/{{{16|}}}|{{Child taxa/{{{16|}}}|depth=edit}} }} |49={{#if:{{{17|}}}|{{get italic link with disambig|{{{17|}}}}} }}|50={{edit a taxon|{{{17|}}}}}|51={{#ifexist:Template:Child taxa/{{{17|}}}|{{Child taxa/{{{17|}}}|depth=edit}} }} |52={{#if:{{{18|}}}|{{get italic link with disambig|{{{18|}}}}} }}|53={{edit a taxon|{{{18|}}}}}|54={{#ifexist:Template:Child taxa/{{{18|}}}|{{Child taxa/{{{18|}}}|depth=edit}} }} |55={{#if:{{{19|}}}|{{get italic link with disambig|{{{19|}}}}} }}|56={{edit a taxon|{{{19|}}}}}|57={{#ifexist:Template:Child taxa/{{{19|}}}|{{Child taxa/{{{19|}}}|depth=edit}} }} |58={{#if:{{{20|}}}|{{get italic link with disambig|{{{20|}}}}} }}|59={{edit a taxon|{{{20|}}}}}|60={{#ifexist:Template:Child taxa/{{{20|}}}|{{Child taxa/{{{20|}}}|depth=edit}} }} |61={{#if:{{{21|}}}|{{get italic link with disambig|{{{21|}}}}} }}|62={{edit a taxon|{{{21|}}}}}|63={{#ifexist:Template:Child taxa/{{{21|}}}|{{Child taxa/{{{21|}}}|depth=edit}} }} |64={{#if:{{{22|}}}|{{get italic link with disambig|{{{22|}}}}} }}|65={{edit a taxon|{{{22|}}}}}|66={{#ifexist:Template:Child taxa/{{{22|}}}|{{Child taxa/{{{22|}}}|depth=edit}} }} |67={{#if:{{{23|}}}|{{get italic link with disambig|{{{23|}}}}} }}|68={{edit a taxon|{{{23|}}}}}|69={{#ifexist:Template:Child taxa/{{{23|}}}|{{Child taxa/{{{23|}}}|depth=edit}} }} |70={{#if:{{{24|}}}|{{get italic link with disambig|{{{24|}}}}} }}|71={{edit a taxon|{{{24|}}}}}|72={{#ifexist:Template:Child taxa/{{{24|}}}|{{Child taxa/{{{24|}}}|depth=edit}} }} |73={{#if:{{{25|}}}|{{get italic link with disambig|{{{25|}}}}} }}|74={{edit a taxon|{{{25|}}}}}|75={{#ifexist:Template:Child taxa/{{{25|}}}|{{Child taxa/{{{25|}}}|depth=edit}} }} |76={{#if:{{{26|}}}|{{get italic link with disambig|{{{26|}}}}} }}|77={{edit a taxon|{{{26|}}}}}|78={{#ifexist:Template:Child taxa/{{{26|}}}|{{Child taxa/{{{26|}}}|depth=edit}} }} |79={{#if:{{{27|}}}|{{get italic link with disambig|{{{27|}}}}} }}|80={{edit a taxon|{{{27|}}}}}|81={{#ifexist:Template:Child taxa/{{{27|}}}|{{Child taxa/{{{27|}}}|depth=edit}} }} |82={{#if:{{{28|}}}|{{get italic link with disambig|{{{28|}}}}} }}|83={{edit a taxon|{{{28|}}}}}|84={{#ifexist:Template:Child taxa/{{{28|}}}|{{Child taxa/{{{28|}}}|depth=edit}} }} |85={{#if:{{{29|}}}|{{get italic link with disambig|{{{29|}}}}} }}|86={{edit a taxon|{{{29|}}}}}|87={{#ifexist:Template:Child taxa/{{{29|}}}|{{Child taxa/{{{29|}}}|depth=edit}} }} |88={{#if:{{{30|}}}|{{get italic link with disambig|{{{30|}}}}} }}|89={{edit a taxon|{{{30|}}}}}|90={{#ifexist:Template:Child taxa/{{{30|}}}|{{Child taxa/{{{30|}}}|depth=edit}} }} |open={{open link}} |close={{close link}} }}|No child taxa.}}{{add new taxon}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c634265ff7181e724e92847f763ac18a0c4f6ead 10 10 19 18 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{Collapsible taxon list |1={{#if:{{{1|}}}|{{get italic link with disambig|{{{1|}}} }} }}|2={{edit a taxon|{{{1|}}}}}|3={{#ifexist:Template:Child taxa/{{{1|}}}|{{Child taxa/{{{1|}}}|depth=edit}} }} |4={{#if:{{{2|}}}|{{get italic link with disambig|{{{2|}}}}} }}|5={{edit a taxon|{{{2|}}}}}|6={{#ifexist:Template:Child taxa/{{{2|}}}|{{Child taxa/{{{2|}}}|depth=edit}} }} |7={{#if:{{{3|}}}|{{get italic link with disambig|{{{3|}}}}} }}|8={{edit a taxon|{{{3|}}}}}|9={{#ifexist:Template:Child taxa/{{{3|}}}|{{Child taxa/{{{3|}}}|depth=edit}} }} |10={{#if:{{{4|}}}|{{get italic link with disambig|{{{4|}}}}} }}|11={{edit a taxon|{{{4|}}}}}|12={{#ifexist:Template:Child taxa/{{{4|}}}|{{Child taxa/{{{4|}}}|depth=edit}} }} |13={{#if:{{{5|}}}|{{get italic link with disambig|{{{5|}}}}} }}|14={{edit a taxon|{{{5|}}}}}|15={{#ifexist:Template:Child taxa/{{{5|}}}|{{Child taxa/{{{5|}}}|depth=edit}} }} |16={{#if:{{{6|}}}|{{get italic link with disambig|{{{6|}}}}} }}|17={{edit a taxon|{{{6|}}}}}|18={{#ifexist:Template:Child taxa/{{{6|}}}|{{Child taxa/{{{6|}}}|depth=edit}} }} |19={{#if:{{{7|}}}|{{get italic link with disambig|{{{7|}}}}} }}|20={{edit a taxon|{{{7|}}}}}|21={{#ifexist:Template:Child taxa/{{{7|}}}|{{Child taxa/{{{7|}}}|depth=edit}} }} |22={{#if:{{{8|}}}|{{get italic link with disambig|{{{8|}}}}} }}|23={{edit a taxon|{{{8|}}}}}|24={{#ifexist:Template:Child taxa/{{{8|}}}|{{Child taxa/{{{8|}}}|depth=edit}} }} |25={{#if:{{{9|}}}|{{get italic link with disambig|{{{9|}}}}} }}|26={{edit a taxon|{{{9|}}}}}|27={{#ifexist:Template:Child taxa/{{{9|}}}|{{Child taxa/{{{9|}}}|depth=edit}} }} |28={{#if:{{{10|}}}|{{get italic link with disambig|{{{10|}}}}} }}|29={{edit a taxon|{{{10|}}}}}|30={{#ifexist:Template:Child taxa/{{{10|}}}|{{Child taxa/{{{10|}}}|depth=edit}} }} |31={{#if:{{{11|}}}|{{get italic link with disambig|{{{11|}}}}} }}|32={{edit a taxon|{{{11|}}}}}|33={{#ifexist:Template:Child taxa/{{{11|}}}|{{Child taxa/{{{11|}}}|depth=edit}} }} |34={{#if:{{{12|}}}|{{get italic link with disambig|{{{12|}}}}} }}|35={{edit a taxon|{{{12|}}}}}|36={{#ifexist:Template:Child taxa/{{{12|}}}|{{Child taxa/{{{12|}}}|depth=edit}} }} |37={{#if:{{{13|}}}|{{get italic link with disambig|{{{13|}}}}} }}|38={{edit a taxon|{{{13|}}}}}|39={{#ifexist:Template:Child taxa/{{{13|}}}|{{Child taxa/{{{13|}}}|depth=edit}} }} |40={{#if:{{{14|}}}|{{get italic link with disambig|{{{14|}}}}} }}|41={{edit a taxon|{{{14|}}}}}|42={{#ifexist:Template:Child taxa/{{{14|}}}|{{Child taxa/{{{14|}}}|depth=edit}} }} |43={{#if:{{{15|}}}|{{get italic link with disambig|{{{15|}}}}} }}|44={{edit a taxon|{{{15|}}}}}|45={{#ifexist:Template:Child taxa/{{{15|}}}|{{Child taxa/{{{15|}}}|depth=edit}} }} |46={{#if:{{{16|}}}|{{get italic link with disambig|{{{16|}}}}} }}|47={{edit a taxon|{{{16|}}}}}|48={{#ifexist:Template:Child taxa/{{{16|}}}|{{Child taxa/{{{16|}}}|depth=edit}} }} |49={{#if:{{{17|}}}|{{get italic link with disambig|{{{17|}}}}} }}|50={{edit a taxon|{{{17|}}}}}|51={{#ifexist:Template:Child taxa/{{{17|}}}|{{Child taxa/{{{17|}}}|depth=edit}} }} |52={{#if:{{{18|}}}|{{get italic link with disambig|{{{18|}}}}} }}|53={{edit a taxon|{{{18|}}}}}|54={{#ifexist:Template:Child taxa/{{{18|}}}|{{Child taxa/{{{18|}}}|depth=edit}} }} |55={{#if:{{{19|}}}|{{get italic link with disambig|{{{19|}}}}} }}|56={{edit a taxon|{{{19|}}}}}|57={{#ifexist:Template:Child taxa/{{{19|}}}|{{Child taxa/{{{19|}}}|depth=edit}} }} |58={{#if:{{{20|}}}|{{get italic link with disambig|{{{20|}}}}} }}|59={{edit a taxon|{{{20|}}}}}|60={{#ifexist:Template:Child taxa/{{{20|}}}|{{Child taxa/{{{20|}}}|depth=edit}} }} |61={{#if:{{{21|}}}|{{get italic link with disambig|{{{21|}}}}} }}|62={{edit a taxon|{{{21|}}}}}|63={{#ifexist:Template:Child taxa/{{{21|}}}|{{Child taxa/{{{21|}}}|depth=edit}} }} |64={{#if:{{{22|}}}|{{get italic link with disambig|{{{22|}}}}} }}|65={{edit a taxon|{{{22|}}}}}|66={{#ifexist:Template:Child taxa/{{{22|}}}|{{Child taxa/{{{22|}}}|depth=edit}} }} |67={{#if:{{{23|}}}|{{get italic link with disambig|{{{23|}}}}} }}|68={{edit a taxon|{{{23|}}}}}|69={{#ifexist:Template:Child taxa/{{{23|}}}|{{Child taxa/{{{23|}}}|depth=edit}} }} |70={{#if:{{{24|}}}|{{get italic link with disambig|{{{24|}}}}} }}|71={{edit a taxon|{{{24|}}}}}|72={{#ifexist:Template:Child taxa/{{{24|}}}|{{Child taxa/{{{24|}}}|depth=edit}} }} |73={{#if:{{{25|}}}|{{get italic link with disambig|{{{25|}}}}} }}|74={{edit a taxon|{{{25|}}}}}|75={{#ifexist:Template:Child taxa/{{{25|}}}|{{Child taxa/{{{25|}}}|depth=edit}} }} |76={{#if:{{{26|}}}|{{get italic link with disambig|{{{26|}}}}} }}|77={{edit a taxon|{{{26|}}}}}|78={{#ifexist:Template:Child taxa/{{{26|}}}|{{Child taxa/{{{26|}}}|depth=edit}} }} |79={{#if:{{{27|}}}|{{get italic link with disambig|{{{27|}}}}} }}|80={{edit a taxon|{{{27|}}}}}|81={{#ifexist:Template:Child taxa/{{{27|}}}|{{Child taxa/{{{27|}}}|depth=edit}} }} |82={{#if:{{{28|}}}|{{get italic link with disambig|{{{28|}}}}} }}|83={{edit a taxon|{{{28|}}}}}|84={{#ifexist:Template:Child taxa/{{{28|}}}|{{Child taxa/{{{28|}}}|depth=edit}} }} |85={{#if:{{{29|}}}|{{get italic link with disambig|{{{29|}}}}} }}|86={{edit a taxon|{{{29|}}}}}|87={{#ifexist:Template:Child taxa/{{{29|}}}|{{Child taxa/{{{29|}}}|depth=edit}} }} |88={{#if:{{{30|}}}|{{get italic link with disambig|{{{30|}}}}} }}|89={{edit a taxon|{{{30|}}}}}|90={{#ifexist:Template:Child taxa/{{{30|}}}|{{Child taxa/{{{30|}}}|depth=edit}} }} |open={{open link}} |close={{close link}} }}|No child taxa.}}{{add new taxon}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c634265ff7181e724e92847f763ac18a0c4f6ead 18 2011-02-12T20:33:38Z Smith609 0 for test wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}|{{Collapsible taxon list |1={{#if:{{{1|}}}|{{get italic link with disambig|{{{1|}}} }} }}|2={{edit a taxon|{{{1|}}}}}|3={{#ifexist:Template:Child taxa/{{{1|}}}|{{Child taxa/{{{1|}}}|depth=edit}} }} |4={{#if:{{{2|}}}|{{get italic link with disambig|{{{2|}}}}} }}|5={{edit a taxon|{{{2|}}}}}|6={{#ifexist:Template:Child taxa/{{{2|}}}|{{Child taxa/{{{2|}}}|depth=edit}} }} |7={{#if:{{{3|}}}|{{get italic link with disambig|{{{3|}}}}} }}|8={{edit a taxon|{{{3|}}}}}|9={{#ifexist:Template:Child taxa/{{{3|}}}|{{Child taxa/{{{3|}}}|depth=edit}} }} |10={{#if:{{{4|}}}|{{get italic link with disambig|{{{4|}}}}} }}|11={{edit a taxon|{{{4|}}}}}|12={{#ifexist:Template:Child taxa/{{{4|}}}|{{Child taxa/{{{4|}}}|depth=edit}} }} |13={{#if:{{{5|}}}|{{get italic link with disambig|{{{5|}}}}} }}|14={{edit a taxon|{{{5|}}}}}|15={{#ifexist:Template:Child taxa/{{{5|}}}|{{Child taxa/{{{5|}}}|depth=edit}} }} |16={{#if:{{{6|}}}|{{get italic link with disambig|{{{6|}}}}} }}|17={{edit a taxon|{{{6|}}}}}|18={{#ifexist:Template:Child 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}}|35={{edit a taxon|{{{12|}}}}}|36={{#ifexist:Template:Child taxa/{{{12|}}}|{{Child taxa/{{{12|}}}|depth=edit}} }} |37={{#if:{{{13|}}}|{{get italic link with disambig|{{{13|}}}}} }}|38={{edit a taxon|{{{13|}}}}}|39={{#ifexist:Template:Child taxa/{{{13|}}}|{{Child taxa/{{{13|}}}|depth=edit}} }} |40={{#if:{{{14|}}}|{{get italic link with disambig|{{{14|}}}}} }}|41={{edit a taxon|{{{14|}}}}}|42={{#ifexist:Template:Child taxa/{{{14|}}}|{{Child taxa/{{{14|}}}|depth=edit}} }} |43={{#if:{{{15|}}}|{{get italic link with disambig|{{{15|}}}}} }}|44={{edit a taxon|{{{15|}}}}}|45={{#ifexist:Template:Child taxa/{{{15|}}}|{{Child taxa/{{{15|}}}|depth=edit}} }} |46={{#if:{{{16|}}}|{{get italic link with disambig|{{{16|}}}}} }}|47={{edit a taxon|{{{16|}}}}}|48={{#ifexist:Template:Child taxa/{{{16|}}}|{{Child taxa/{{{16|}}}|depth=edit}} }} |49={{#if:{{{17|}}}|{{get italic link with disambig|{{{17|}}}}} }}|50={{edit a taxon|{{{17|}}}}}|51={{#ifexist:Template:Child taxa/{{{17|}}}|{{Child taxa/{{{17|}}}|depth=edit}} }} |52={{#if:{{{18|}}}|{{get italic link with disambig|{{{18|}}}}} }}|53={{edit a taxon|{{{18|}}}}}|54={{#ifexist:Template:Child taxa/{{{18|}}}|{{Child taxa/{{{18|}}}|depth=edit}} }} |55={{#if:{{{19|}}}|{{get italic link with disambig|{{{19|}}}}} }}|56={{edit a taxon|{{{19|}}}}}|57={{#ifexist:Template:Child taxa/{{{19|}}}|{{Child taxa/{{{19|}}}|depth=edit}} }} |58={{#if:{{{20|}}}|{{get italic link with disambig|{{{20|}}}}} }}|59={{edit a taxon|{{{20|}}}}}|60={{#ifexist:Template:Child taxa/{{{20|}}}|{{Child taxa/{{{20|}}}|depth=edit}} }} |61={{#if:{{{21|}}}|{{get italic link with disambig|{{{21|}}}}} }}|62={{edit a taxon|{{{21|}}}}}|63={{#ifexist:Template:Child taxa/{{{21|}}}|{{Child taxa/{{{21|}}}|depth=edit}} }} |64={{#if:{{{22|}}}|{{get italic link with disambig|{{{22|}}}}} }}|65={{edit a taxon|{{{22|}}}}}|66={{#ifexist:Template:Child taxa/{{{22|}}}|{{Child taxa/{{{22|}}}|depth=edit}} }} |67={{#if:{{{23|}}}|{{get italic link with disambig|{{{23|}}}}} }}|68={{edit a taxon|{{{23|}}}}}|69={{#ifexist:Template:Child taxa/{{{23|}}}|{{Child taxa/{{{23|}}}|depth=edit}} }} |70={{#if:{{{24|}}}|{{get italic link with disambig|{{{24|}}}}} }}|71={{edit a taxon|{{{24|}}}}}|72={{#ifexist:Template:Child taxa/{{{24|}}}|{{Child taxa/{{{24|}}}|depth=edit}} }} |73={{#if:{{{25|}}}|{{get italic link with disambig|{{{25|}}}}} }}|74={{edit a taxon|{{{25|}}}}}|75={{#ifexist:Template:Child taxa/{{{25|}}}|{{Child taxa/{{{25|}}}|depth=edit}} }} |76={{#if:{{{26|}}}|{{get italic link with disambig|{{{26|}}}}} }}|77={{edit a taxon|{{{26|}}}}}|78={{#ifexist:Template:Child taxa/{{{26|}}}|{{Child taxa/{{{26|}}}|depth=edit}} }} |79={{#if:{{{27|}}}|{{get italic link with disambig|{{{27|}}}}} }}|80={{edit a taxon|{{{27|}}}}}|81={{#ifexist:Template:Child taxa/{{{27|}}}|{{Child taxa/{{{27|}}}|depth=edit}} }} |82={{#if:{{{28|}}}|{{get italic link with disambig|{{{28|}}}}} }}|83={{edit a taxon|{{{28|}}}}}|84={{#ifexist:Template:Child taxa/{{{28|}}}|{{Child taxa/{{{28|}}}|depth=edit}} }} |85={{#if:{{{29|}}}|{{get italic link with disambig|{{{29|}}}}} }}|86={{edit a taxon|{{{29|}}}}}|87={{#ifexist:Template:Child taxa/{{{29|}}}|{{Child taxa/{{{29|}}}|depth=edit}} }} |88={{#if:{{{30|}}}|{{get italic link with disambig|{{{30|}}}}} }}|89={{edit a taxon|{{{30|}}}}}|90={{#ifexist:Template:Child taxa/{{{30|}}}|{{Child taxa/{{{30|}}}|depth=edit}} }} |open={{open link}} |close={{close link}} }}|No child taxa.}}{{add new taxon}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> c634265ff7181e724e92847f763ac18a0c4f6ead 10 362 723 722 2013-05-08T17:45:56Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#ifeq:{{{1|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{species list/core |1={{#ifeq:{{{1|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{1|}}}}} }}|2={{edit a taxon|{{{1|}}}}} |3={{#ifeq:{{{2|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{2|}}}}} }}|4={{edit a taxon|{{{2|}}}}} |5={{#ifeq:{{{3|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{3|}}}}} }}|6={{edit a taxon|{{{3|}}}}} |7={{#ifeq:{{{4|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{4|}}}}} }}|8={{edit a taxon|{{{4|}}}}} |9={{#ifeq:{{{5|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{5|}}}}} }}|10={{edit a taxon|{{{5|}}}}} |11={{#ifeq:{{{6|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{6|}}}}} }}|12={{edit a taxon|{{{6|}}}}} |13={{#ifeq:{{{7|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{7|}}}}} }}|14={{edit a taxon|{{{7|}}}}} |15={{#ifeq:{{{8|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{8|}}}}} }}|16={{edit a taxon|{{{8|}}}}} |17={{#ifeq:{{{9|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{9|}}}}} }}|18={{edit a taxon|{{{9|}}}}} |19={{#ifeq:{{{10|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{10|}}}}} }}|20={{edit a taxon|{{{10|}}}}} |21={{#ifeq:{{{11|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{11|}}}}} }}|22={{edit a taxon|{{{11|}}}}} |23={{#ifeq:{{{12|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{12|}}}}} }}|24={{edit a taxon|{{{12|}}}}} |25={{#ifeq:{{{13|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{13|}}}}} }}|26={{edit a taxon|{{{13|}}}}} |27={{#ifeq:{{{14|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{14|}}}}} }}|28={{edit a taxon|{{{14|}}}}} |29={{#ifeq:{{{15|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{15|}}}}} }}|30={{edit a taxon|{{{15|}}}}} |31={{#ifeq:{{{16|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{16|}}}}} }}|32={{edit a taxon|{{{16|}}}}} |33={{#ifeq:{{{17|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{17|}}}}} }}|34={{edit a taxon|{{{17|}}}}} |35={{#ifeq:{{{18|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{18|}}}}} }}|36={{edit a taxon|{{{18|}}}}} |37={{#ifeq:{{{19|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{19|}}}}} }}|38={{edit a taxon|{{{19|}}}}} |39={{#ifeq:{{{20|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{20|}}}}} }}|40={{edit a taxon|{{{20|}}}}} |open={{open link}} |close={{close link}} }}|No child taxa.}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 25f028d38f4d9fdb0719ba8aff93c635361eb9d1 722 2012-04-23T11:05:27Z AGK 0 Protected Template:Auto taxon list edit sisters: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{#ifeq:{{{1|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{species list/core |1={{#ifeq:{{{1|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{1|}}}}} }}|2={{edit a taxon|{{{1|}}}}} |3={{#ifeq:{{{2|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{2|}}}}} }}|4={{edit a taxon|{{{2|}}}}} |5={{#ifeq:{{{3|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{3|}}}}} }}|6={{edit a taxon|{{{3|}}}}} |7={{#ifeq:{{{4|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{4|}}}}} }}|8={{edit a taxon|{{{4|}}}}} |9={{#ifeq:{{{5|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{5|}}}}} }}|10={{edit a taxon|{{{5|}}}}} |11={{#ifeq:{{{6|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{6|}}}}} }}|12={{edit a taxon|{{{6|}}}}} |13={{#ifeq:{{{7|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{7|}}}}} }}|14={{edit a taxon|{{{7|}}}}} |15={{#ifeq:{{{8|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{8|}}}}} }}|16={{edit a taxon|{{{8|}}}}} |17={{#ifeq:{{{9|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{9|}}}}} }}|18={{edit a taxon|{{{9|}}}}} |19={{#ifeq:{{{10|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{10|}}}}} }}|20={{edit a taxon|{{{10|}}}}} |21={{#ifeq:{{{11|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{11|}}}}} }}|22={{edit a taxon|{{{11|}}}}} |23={{#ifeq:{{{12|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{12|}}}}} }}|24={{edit a taxon|{{{12|}}}}} |25={{#ifeq:{{{13|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{13|}}}}} }}|26={{edit a taxon|{{{13|}}}}} |27={{#ifeq:{{{14|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{14|}}}}} }}|28={{edit a taxon|{{{14|}}}}} |29={{#ifeq:{{{15|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{15|}}}}} }}|30={{edit a taxon|{{{15|}}}}} |31={{#ifeq:{{{16|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{16|}}}}} }}|32={{edit a taxon|{{{16|}}}}} |33={{#ifeq:{{{17|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{17|}}}}} }}|34={{edit a taxon|{{{17|}}}}} |35={{#ifeq:{{{18|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{18|}}}}} }}|36={{edit a taxon|{{{18|}}}}} |37={{#ifeq:{{{19|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{19|}}}}} }}|38={{edit a taxon|{{{19|}}}}} |39={{#ifeq:{{{20|{{#titleparts:{{PAGENAME}}||2}} }}}|{{#titleparts:{{PAGENAME}}||2}}||{{get italic link|{{{20|}}}}} }}|40={{edit a taxon|{{{20|}}}}} |open={{open link}} |close={{close link}} }}|No child taxa.}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 25f028d38f4d9fdb0719ba8aff93c635361eb9d1 10 19 37 36 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Automatic_taxobox - Auto-generate a taxobox infobox -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows genus "Acacia" as a sample output. -- -------------------------------------------- Check for taxon page --></noinclude>{{ #ifexist:Template:Taxonomy/{{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAME}}</includeonly>}}}|{{{1|}}} }} | |{{Automatic taxobox/floating intro|taxon={{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }}<noinclude><!-- -------------------------------------------- Invoke {Taxobox/core} --></noinclude><div>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range into template {Fossil range}, but checking to -- display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{period start|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAME}}</includeonly>|}}}|{{{1|}}} }}<!-- -- display_parents: number of parent taxons to display -- (default: 1, to give the taxon some context). --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority: in the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<noinclude><!-- -- name: checks for whether the name should be italicized -- (for: genera, species, etc); if so, passes the appropriately -- italicized result. -- There should be no punctuation in the "name" parameter, which is -- intended only for cases where the taxobox name does not match the -- name displayed or linked to by the taxon in question. Italics are -- generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links "Category:Automatic taxobox cleanup" because the -- template 'should' be able to italicize in all cases. --></noinclude> | name = {{{name|{{#if:{{{italic name|{{{italic_name|}}}}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{#if:{{NAMESPACE}} | {{NAMESPACE}}:}}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }} }}}<noinclude><!-- -- colour: (Note UK spelling here) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --></noinclude> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{Taxobox/taxon|1={{{taxon|{{PAGENAME}}|}}}|2={{{1|}}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | extinct = {{{extinct|}}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<noinclude><!-- -- subdivision: can be overridden manually. -- If not, "display_children" will include a list generated by Taxobot. -- Passing "depth={display_children}" determines the level of nesting; -- note the option "2 collapse". -- If in main/talkspace, the list will be generated using the -- templates "Auto taxon list {{{display children}}}" (Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- -- subdivision_ranks: the taxon ranks are displayed above the -- name of the subdivision, and generated automatically from the -- taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</div><noinclude><!-- --------------------------------------------------------------------------- --NOTES -- -- NOTE A1: This template invokes Template:Taxobox/core, with special -- parameters based on automatic logical settings. -- --------------------------------------------------------------------------- --HISTORY: --08Jul2010 Created by User:Smith609 --08Dec2010 Automated grandparent and great-grandparent authorities. --01Jan2011 Discontinued the automatic authority generation. --04Jan2011 Support "oldest fossil" parameter. --09Jan2011 Removed κ test; to reduce post-expand size. --18Mar2011 Display Help box if seriously misconfigured. --20May2011 Protected Highly visible ([edit=autoconfirmed] (indefinite). --29Jun2011 Add modified initial taxon to fix ghost transclusion issues. --28Jul2011 Stripping whitespace from DISPLAYTITLE {{{italic_name}}}. --08Feb2012 New parameter extinct = {{{extinct|}}}. --01Nov2012 Set default taxon={{PAGENAME}} to fit template expansion depth. --01Nov2012 Put "Acacia" as stand-alone sample display. --01Nov2012 Noincluded top comments & condensed comments about parameters. --01Nov2012 Put NOTES comments to explain template operation. --01Nov2012 Put HISTORY comments to log major changes (not typos). -- -->{{documentation}}</noinclude> c106f46e1d21d2d58e29cc71d251b91b3155b404 36 2013-04-05T17:26:25Z Dragons flight 0 wrap core in div to hopefully avoid occasional whitespace, same as the main {taxobox} wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Automatic_taxobox - Auto-generate a taxobox infobox -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows genus "Acacia" as a sample output. -- -------------------------------------------- Check for taxon page --></noinclude>{{ #ifexist:Template:Taxonomy/{{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAME}}</includeonly>}}}|{{{1|}}} }} | |{{Automatic taxobox/floating intro|taxon={{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }}<noinclude><!-- -------------------------------------------- Invoke {Taxobox/core} --></noinclude><div>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range into template {Fossil range}, but checking to -- display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{period start|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAME}}</includeonly>|}}}|{{{1|}}} }}<!-- -- display_parents: number of parent taxons to display -- (default: 1, to give the taxon some context). --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority: in the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<noinclude><!-- -- name: checks for whether the name should be italicized -- (for: genera, species, etc); if so, passes the appropriately -- italicized result. -- There should be no punctuation in the "name" parameter, which is -- intended only for cases where the taxobox name does not match the -- name displayed or linked to by the taxon in question. Italics are -- generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links "Category:Automatic taxobox cleanup" because the -- template 'should' be able to italicize in all cases. --></noinclude> | name = {{{name|{{#if:{{{italic name|{{{italic_name|}}}}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{#if:{{NAMESPACE}} | {{NAMESPACE}}:}}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }} }}}<noinclude><!-- -- colour: (Note UK spelling here) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --></noinclude> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{Taxobox/taxon|1={{{taxon|{{PAGENAME}}|}}}|2={{{1|}}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | extinct = {{{extinct|}}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<noinclude><!-- -- subdivision: can be overridden manually. -- If not, "display_children" will include a list generated by Taxobot. -- Passing "depth={display_children}" determines the level of nesting; -- note the option "2 collapse". -- If in main/talkspace, the list will be generated using the -- templates "Auto taxon list {{{display children}}}" (Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- -- subdivision_ranks: the taxon ranks are displayed above the -- name of the subdivision, and generated automatically from the -- taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</div><noinclude><!-- --------------------------------------------------------------------------- --NOTES -- -- NOTE A1: This template invokes Template:Taxobox/core, with special -- parameters based on automatic logical settings. -- --------------------------------------------------------------------------- --HISTORY: --08Jul2010 Created by User:Smith609 --08Dec2010 Automated grandparent and great-grandparent authorities. --01Jan2011 Discontinued the automatic authority generation. --04Jan2011 Support "oldest fossil" parameter. --09Jan2011 Removed κ test; to reduce post-expand size. --18Mar2011 Display Help box if seriously misconfigured. --20May2011 Protected Highly visible ([edit=autoconfirmed] (indefinite). --29Jun2011 Add modified initial taxon to fix ghost transclusion issues. --28Jul2011 Stripping whitespace from DISPLAYTITLE {{{italic_name}}}. --08Feb2012 New parameter extinct = {{{extinct|}}}. --01Nov2012 Set default taxon={{PAGENAME}} to fit template expansion depth. --01Nov2012 Put "Acacia" as stand-alone sample display. --01Nov2012 Noincluded top comments & condensed comments about parameters. --01Nov2012 Put NOTES comments to explain template operation. --01Nov2012 Put HISTORY comments to log major changes (not typos). -- -->{{documentation}}</noinclude> c106f46e1d21d2d58e29cc71d251b91b3155b404 10 83 165 164 2013-05-08T17:44:26Z Acwebadmin 1 1 revision wikitext text/x-wiki {{documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> [[Template:Automatic taxobox]] is a template used to automatically generate a taxobox, designed to require the absolute minimum user input and research and provide even higher-quality classification. Its documentation is under construction. Please help! Meanwhile, your questions will be answered by the team at [[Template talk:Automatic taxobox]]. {| class="infobox biota" style="text-align: left; width: 200px; font-size: 100%" |- ! colspan=2 style="text-align: center; background-color: #999" | Automatic taxobox |- | colspan=2 style="text-align:center" | [[File:Close_up_-_chimpanzee_teeth.png|frameless|200px]] <br /> <small>Don't worry, I don't bite</small> |- ! colspan=2 style="text-align: center; background-color: #999" | Scientific classification |- | Phylum: | Chordata (?) |- | Class: | ''incertae sedis'' |- | Genus: | &dagger;''Exemplus'' |- ! colspan=2 style="text-align: center; background-color: #999" | Species |- | colspan=2 |This list can be<br/>automatically generated<br/>using {{para|display children}} |} {{Automatic_taxobox/doc/nav}} <includeonly> [[Category:Taxobox templates]] [[Category:Biology infobox templates]] </includeonly> e828bbdd6ecc7abd2b3da9bbca0e9291f57596ea 164 2013-03-26T23:30:03Z DixonDBot 0 Migrating 8 interwiki links, now provided by [[Wikipedia:Wikidata|Wikidata]] on [[d:Q6705326]] wikitext text/x-wiki {{documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> [[Template:Automatic taxobox]] is a template used to automatically generate a taxobox, designed to require the absolute minimum user input and research and provide even higher-quality classification. Its documentation is under construction. Please help! Meanwhile, your questions will be answered by the team at [[Template talk:Automatic taxobox]]. {| class="infobox biota" style="text-align: left; width: 200px; font-size: 100%" |- ! colspan=2 style="text-align: center; background-color: #999" | Automatic taxobox |- | colspan=2 style="text-align:center" | [[File:Close_up_-_chimpanzee_teeth.png|frameless|200px]] <br /> <small>Don't worry, I don't bite</small> |- ! colspan=2 style="text-align: center; background-color: #999" | Scientific classification |- | Phylum: | Chordata (?) |- | Class: | ''incertae sedis'' |- | Genus: | &dagger;''Exemplus'' |- ! colspan=2 style="text-align: center; background-color: #999" | Species |- | colspan=2 |This list can be<br/>automatically generated<br/>using {{para|display children}} |} {{Automatic_taxobox/doc/nav}} <includeonly> [[Category:Taxobox templates]] [[Category:Biology infobox templates]] </includeonly> e828bbdd6ecc7abd2b3da9bbca0e9291f57596ea 10 84 167 166 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki <!-- Any text contained within {{{|these symbols}}} will be displayed on the main page, but not in the navigation boxes.--> ;'''Introduction''' * [[Template:Automatic taxobox/doc/intro|Introduction to the automatic taxobox system as a whole]] ;'''About''' * [[Template:Automatic taxobox/doc/about|What is this template]]? * [[Template:Automatic taxobox/doc/use|When and why should I use it]]? * [[Template:Automatic taxobox/doc/method|What makes it tick]]? ;'''How to''' * [[Template:Automatic taxobox/doc/new|Use this template]] * [[Template:Automatic taxobox/doc/errors|Fix common errors]] * [[Template:Automatic taxobox/doc/edit|Format an automatic taxobox]] * [[Template:Automatic taxobox/doc/taxonomy pages|Understand taxonomy templates]] * [[Template:Automatic taxobox/doc/discuss|Correct the taxonomy]] * [[Template:Automatic taxobox/doc/children|List the daughter taxa in the automatic taxobox]] * [[Template:Automatic taxobox/doc/advanced|Advanced features]] (extinction, question marks, references, paraphyly, etc) * [[Template:Automatic taxobox/doc/convert|Convert a taxobox to an automatic taxobox]] ;'''Parameters''' * [[Template:Automatic taxobox/doc/all parameters|Glossary of all automatic taxobox parameters]] * [[Template:Automatic taxobox/doc/unique parameters|Glossary of parameters that are new to the automatic taxobox]] * [[Template:Automatic taxobox/doc/taxonomy pages|Glossary of taxonomy template parameters]] ;'''Technical''' * [[Template:Automatic taxobox/doc/Taxonomy templates|Conventions]] * [[Template:Automatic taxobox/doc/experiment|Test cases]] * [[Template:Automatic taxobox/doc/gory technical details|Gory technical details]] * [[Template:Automatic taxobox/map|Map of all called templates]] * [http://en.wikipedia.org/w/api.php?action=feedwatchlist&wlowner=Taxobot&wltoken=taxonomy&hours=72 Taxobox Task Force Watchlist] * [[Template:Automatic taxobox/Testing|Compare sandbox and installed versions]] ;'''See also:''' *{{tl|Speciesbox}} – create an automated taxobox for a species *{{tl|Subspeciesbox}} – create an automated taxobox for an animal subspecies *{{tl|Infraspeciesbox}} – create an automated taxobox for a plant subspecies or variety *[[template:taxonIds]] *[[template:taxon]] c9200064a84f75cc77c3c14219e9293477b8cb15 166 2012-11-03T16:49:15Z Ganeshk 0 add testing page to technical section wikitext text/x-wiki <!-- Any text contained within {{{|these symbols}}} will be displayed on the main page, but not in the navigation boxes.--> ;'''Introduction''' * [[Template:Automatic taxobox/doc/intro|Introduction to the automatic taxobox system as a whole]] ;'''About''' * [[Template:Automatic taxobox/doc/about|What is this template]]? * [[Template:Automatic taxobox/doc/use|When and why should I use it]]? * [[Template:Automatic taxobox/doc/method|What makes it tick]]? ;'''How to''' * [[Template:Automatic taxobox/doc/new|Use this template]] * [[Template:Automatic taxobox/doc/errors|Fix common errors]] * [[Template:Automatic taxobox/doc/edit|Format an automatic taxobox]] * [[Template:Automatic taxobox/doc/taxonomy pages|Understand taxonomy templates]] * [[Template:Automatic taxobox/doc/discuss|Correct the taxonomy]] * [[Template:Automatic taxobox/doc/children|List the daughter taxa in the automatic taxobox]] * [[Template:Automatic taxobox/doc/advanced|Advanced features]] (extinction, question marks, references, paraphyly, etc) * [[Template:Automatic taxobox/doc/convert|Convert a taxobox to an automatic taxobox]] ;'''Parameters''' * [[Template:Automatic taxobox/doc/all parameters|Glossary of all automatic taxobox parameters]] * [[Template:Automatic taxobox/doc/unique parameters|Glossary of parameters that are new to the automatic taxobox]] * [[Template:Automatic taxobox/doc/taxonomy pages|Glossary of taxonomy template parameters]] ;'''Technical''' * [[Template:Automatic taxobox/doc/Taxonomy templates|Conventions]] * [[Template:Automatic taxobox/doc/experiment|Test cases]] * [[Template:Automatic taxobox/doc/gory technical details|Gory technical details]] * [[Template:Automatic taxobox/map|Map of all called templates]] * [http://en.wikipedia.org/w/api.php?action=feedwatchlist&wlowner=Taxobot&wltoken=taxonomy&hours=72 Taxobox Task Force Watchlist] * [[Template:Automatic taxobox/Testing|Compare sandbox and installed versions]] ;'''See also:''' *{{tl|Speciesbox}} – create an automated taxobox for a species *{{tl|Subspeciesbox}} – create an automated taxobox for an animal subspecies *{{tl|Infraspeciesbox}} – create an automated taxobox for a plant subspecies or variety *[[template:taxonIds]] *[[template:taxon]] c9200064a84f75cc77c3c14219e9293477b8cb15 10 20 39 38 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Automatic_taxobox - Auto-generate a taxobox infobox -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows genus "Acacia" as a sample output. -- -------------------------------------------- Check for taxon page --></noinclude>{{ #ifexist:Template:Taxonomy/{{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAMEBASE}}</includeonly>}}}|{{{1|}}} }} | |{{Automatic taxobox/floating intro|taxon={{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }}<!-- -------------------------------------------- Invoke {Taxobox/core} -->{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range into template {Fossil range}, but checking to -- display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{period start|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<noinclude>Acacia</noinclude><includeonly>{{PAGENAMEBASE}}</includeonly>}}}|{{{1|}}} }}<!-- -- display_parents: number of parent taxons to display -- (default: 1, to give the taxon some context). --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority: in the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<noinclude><!-- -- name: checks for whether the name should be italicized -- (for: genera, species, etc); if so, passes the appropriately -- italicized result. -- There should be no punctuation in the "name" parameter, which is -- intended only for cases where the taxobox name does not match the -- name displayed or linked to by the taxon in question. Italics are -- generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links "Category:Automatic taxobox cleanup" because the -- template 'should' be able to italicize in all cases. --></noinclude> | name = {{{name|{{#if:{{{italic name|{{{italic_name|}}}}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{#if:{{NAMESPACE}} | {{NAMESPACE}}:}}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }} }}}<noinclude><!-- -- colour: (Note UK spelling here) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --></noinclude> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{Taxobox/taxon|1={{{taxon|{{PAGENAME}}|}}}|2={{{1|}}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | extinct = {{{extinct|}}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<noinclude><!-- -- subdivision: can be overridden manually. -- If not, "display_children" will include a list generated by Taxobot. -- Passing "depth={display_children}" determines the level of nesting; -- note the option "2 collapse". -- If in main/talkspace, the list will be generated using the -- templates "Auto taxon list {{{display children}}}" (Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- -- subdivision_ranks: the taxon ranks are displayed above the -- name of the subdivision, and generated automatically from the -- taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude><!-- --------------------------------------------------------------------------- --NOTES -- -- NOTE A1: This template invokes Template:Taxobox/core, with special -- parameters based on automatic logical settings. -- --------------------------------------------------------------------------- --HISTORY: --08Jul2010 Created by User:Smith609 --08Dec2010 Automated grandparent and great-grandparent authorities. --01Jan2011 Discontinued the automatic authority generation. --04Jan2011 Support "oldest fossil" parameter. --09Jan2011 Removed κ test; to reduce post-expand size. --18Mar2011 Display Help box if seriously misconfigured. --20May2011 Protected Highly visible ([edit=autoconfirmed] (indefinite). --29Jun2011 Add modified initial taxon to fix ghost transclusion issues. --28Jul2011 Stripping whitespace from DISPLAYTITLE {{{italic_name}}}. --08Feb2012 New parameter extinct = {{{extinct|}}}. --01Nov2012 Set default taxon={{PAGENAME}} to fit template expansion depth. --01Nov2012 Put "Acacia" as stand-alone sample display. --01Nov2012 Noincluded top comments & condensed comments about parameters. --01Nov2012 Put NOTES comments to explain template operation. --01Nov2012 Put HISTORY comments to log major changes (not typos). -- -->{{documentation}}</noinclude> 5b44520fca6136c18848d6c644e1adcaeac5cc71 38 2012-12-20T01:02:01Z Wikid77 0 defaulted {taxon} to {PAGENAMEBASE} wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Automatic_taxobox - Auto-generate a taxobox infobox -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows genus "Acacia" as a sample output. -- -------------------------------------------- Check for taxon page --></noinclude>{{ #ifexist:Template:Taxonomy/{{Taxobox/taxon|{{{taxon|<noinclude>Acacia </noinclude><includeonly>{{PAGENAMEBASE}}</includeonly>}}}|{{{1|}}} }} | |{{Automatic taxobox/floating intro|taxon={{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }}<!-- -------------------------------------------- Invoke {Taxobox/core} -->{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range into template {Fossil range}, but checking to -- display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{period start|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<noinclude>Acacia</noinclude><includeonly>{{PAGENAMEBASE}}</includeonly>}}}|{{{1|}}} }}<!-- -- display_parents: number of parent taxons to display -- (default: 1, to give the taxon some context). --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority: in the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<noinclude><!-- -- name: checks for whether the name should be italicized -- (for: genera, species, etc); if so, passes the appropriately -- italicized result. -- There should be no punctuation in the "name" parameter, which is -- intended only for cases where the taxobox name does not match the -- name displayed or linked to by the taxon in question. Italics are -- generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links "Category:Automatic taxobox cleanup" because the -- template 'should' be able to italicize in all cases. --></noinclude> | name = {{{name|{{#if:{{{italic name|{{{italic_name|}}}}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{#if:{{NAMESPACE}} | {{NAMESPACE}}:}}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }} }}}<noinclude><!-- -- colour: (Note UK spelling here) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --></noinclude> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{Taxobox/taxon|1={{{taxon|{{PAGENAME}}|}}}|2={{{1|}}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | extinct = {{{extinct|}}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<noinclude><!-- -- subdivision: can be overridden manually. -- If not, "display_children" will include a list generated by Taxobot. -- Passing "depth={display_children}" determines the level of nesting; -- note the option "2 collapse". -- If in main/talkspace, the list will be generated using the -- templates "Auto taxon list {{{display children}}}" (Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- -- subdivision_ranks: the taxon ranks are displayed above the -- name of the subdivision, and generated automatically from the -- taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude><!-- --------------------------------------------------------------------------- --NOTES -- -- NOTE A1: This template invokes Template:Taxobox/core, with special -- parameters based on automatic logical settings. -- --------------------------------------------------------------------------- --HISTORY: --08Jul2010 Created by User:Smith609 --08Dec2010 Automated grandparent and great-grandparent authorities. --01Jan2011 Discontinued the automatic authority generation. --04Jan2011 Support "oldest fossil" parameter. --09Jan2011 Removed κ test; to reduce post-expand size. --18Mar2011 Display Help box if seriously misconfigured. --20May2011 Protected Highly visible ([edit=autoconfirmed] (indefinite). --29Jun2011 Add modified initial taxon to fix ghost transclusion issues. --28Jul2011 Stripping whitespace from DISPLAYTITLE {{{italic_name}}}. --08Feb2012 New parameter extinct = {{{extinct|}}}. --01Nov2012 Set default taxon={{PAGENAME}} to fit template expansion depth. --01Nov2012 Put "Acacia" as stand-alone sample display. --01Nov2012 Noincluded top comments & condensed comments about parameters. --01Nov2012 Put NOTES comments to explain template operation. --01Nov2012 Put HISTORY comments to log major changes (not typos). -- -->{{documentation}}</noinclude> 5b44520fca6136c18848d6c644e1adcaeac5cc71 10 263 525 524 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Infobox bird/cell]] 6abbf5d58ce762428ea4d8d9ccb06aaae24d4a6d 524 2013-03-07T19:13:21Z SMcCandlish 0 SMcCandlish moved page [[Template:Birdbox/cell]] to [[Template:Infobox bird/cell]]: moving along with main template page wikitext text/x-wiki #REDIRECT [[Template:Infobox bird/cell]] 6abbf5d58ce762428ea4d8d9ccb06aaae24d4a6d 10 364 727 726 2013-05-08T17:45:56Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}} |incomplete={{{incomplete|}}} |open=''''' |close='''''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 71c4b66ab6f5dfc1fc9963d7b08b2f10607ab968 726 2011-01-01T23:00:40Z Smith609 0 Lengthen wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}} |incomplete={{{incomplete|}}} |open=''''' |close='''''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 71c4b66ab6f5dfc1fc9963d7b08b2f10607ab968 10 85 169 168 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Colon]] a8a85d0fa09dcef7c014761f657ab5f59d2059f0 168 2012-12-07T10:41:53Z Scott Martin 0 Hex moved page [[Template:COLON]] to [[Template:Colon]]: Consistency with similarly-named templates. wikitext text/x-wiki #REDIRECT [[Template:Colon]] a8a85d0fa09dcef7c014761f657ab5f59d2059f0 10 374 747 746 2013-05-08T17:46:00Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#switch:{{remove_unranked|{{lc:{{{1|}}}}}}} |domain|subdomain|superkingdom|superregnum=regnum |superdivisio=divisio |kingdom|subkingdom|regnum|subregnum|superphylum=phylum |phylum|subphylum|superclass|superclassis|divisio|subdivisio=classis |ichnostem|ichnostem-group|ichnosuperclassis=ichnoclassis |class|classis|subclass|subclassis|superorder|superordo|cohort=ordo |ichnoclass|ichnoclassis|ichnosubclassis|ichnoinfraclassis|ichnodivisio|ichnomagnordo|ichnosuperordo|ichnograndordo=ichnordo |ooclass|ooclassis|oosubclassis|oosupercohort|oocohort|oomagnordo|oosuperordo=oordo |ichnorder|ichnordo|ichnomicrordo|ichnosubordo|ichnoinfraordo|ichnoparvordo|ichnosuperfamilia=ichnofamilia |order|ordo|suborder|subordo|superfamilia=familia |ichnofamily|ichnofamilia|ichnosubfamilia=ichnogenus |oorder|oordo|morphotype=oofamilia |family|familia|subfamily|subfamilia|tribus|supergenus=genus |ichnogenus|ichnosubgenus=ichnospecies |oofamily|oofamilia=oogenus |genus|subgenus|superspecies=species |ichnogenus|ichnosubgenus=ichnospecies |oogenus|oosubgenus=oospecies |species=subspecies |ichnospecies=ichnosubspecies |oospecies=oosubspecies |informal group=grouping |unranked = unranked |{{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}|{{error|Unrecognised rank: {{{1}}} <small>[[Template:Child rank|fix]]</small>[[Category:Automatic taxobox cleanup]]}}}}}}</includeonly><noinclude>{{documentation}}</noinclude> c9cd5ffc8a2e2fe2e0303f1e5c85681599b319f1 746 2012-04-27T06:07:29Z Stemonitis 0 broaden cat. wikitext text/x-wiki <includeonly>{{#switch:{{remove_unranked|{{lc:{{{1|}}}}}}} |domain|subdomain|superkingdom|superregnum=regnum |superdivisio=divisio |kingdom|subkingdom|regnum|subregnum|superphylum=phylum |phylum|subphylum|superclass|superclassis|divisio|subdivisio=classis |ichnostem|ichnostem-group|ichnosuperclassis=ichnoclassis |class|classis|subclass|subclassis|superorder|superordo|cohort=ordo |ichnoclass|ichnoclassis|ichnosubclassis|ichnoinfraclassis|ichnodivisio|ichnomagnordo|ichnosuperordo|ichnograndordo=ichnordo |ooclass|ooclassis|oosubclassis|oosupercohort|oocohort|oomagnordo|oosuperordo=oordo |ichnorder|ichnordo|ichnomicrordo|ichnosubordo|ichnoinfraordo|ichnoparvordo|ichnosuperfamilia=ichnofamilia |order|ordo|suborder|subordo|superfamilia=familia |ichnofamily|ichnofamilia|ichnosubfamilia=ichnogenus |oorder|oordo|morphotype=oofamilia |family|familia|subfamily|subfamilia|tribus|supergenus=genus |ichnogenus|ichnosubgenus=ichnospecies |oofamily|oofamilia=oogenus |genus|subgenus|superspecies=species |ichnogenus|ichnosubgenus=ichnospecies |oogenus|oosubgenus=oospecies |species=subspecies |ichnospecies=ichnosubspecies |oospecies=oosubspecies |informal group=grouping |unranked = unranked |{{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}|{{error|Unrecognised rank: {{{1}}} <small>[[Template:Child rank|fix]]</small>[[Category:Automatic taxobox cleanup]]}}}}}}</includeonly><noinclude>{{documentation}}</noinclude> c9cd5ffc8a2e2fe2e0303f1e5c85681599b319f1 10 437 873 872 2013-05-08T17:46:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template generates the (major) rank below the stated rank. Its original use is within [[Template:Automatic taxobox]]; given the rank of the taxon in question, it generates the ranks of the next subdivision. For instance, given "genus" it responds "Species"; given "subphylum" it responds "Class" (not "Superclass" or "Classis"). If a rank has not been listed in the template, it will return an error message. To fix this error, edit the template, listing the novel rank in the line before the equals preceding its child taxon. The syntax in the template ought to be self-explanatory. Sub- and Super-ranks are not returned; it is expected that in most cases they can be listed alongside the taxon in question, as at <span class=plainlinks>[http://en.wikipedia.org/w/index.php?title=Dinosaur&oldid=371990269 Dinosaur].</span> === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> dbc669b6ac0d44d252ac7ed0508be8be31f91969 872 2012-11-19T03:45:47Z Gorobay 0 Undid revision 523597420 by [[Special:Contributions/174.59.202.144|174.59.202.144]] ([[User talk:174.59.202.144|talk]]) wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template generates the (major) rank below the stated rank. Its original use is within [[Template:Automatic taxobox]]; given the rank of the taxon in question, it generates the ranks of the next subdivision. For instance, given "genus" it responds "Species"; given "subphylum" it responds "Class" (not "Superclass" or "Classis"). If a rank has not been listed in the template, it will return an error message. To fix this error, edit the template, listing the novel rank in the line before the equals preceding its child taxon. The syntax in the template ought to be self-explanatory. Sub- and Super-ranks are not returned; it is expected that in most cases they can be listed alongside the taxon in question, as at <span class=plainlinks>[http://en.wikipedia.org/w/index.php?title=Dinosaur&oldid=371990269 Dinosaur].</span> === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> dbc669b6ac0d44d252ac7ed0508be8be31f91969 10 400 799 798 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>! colspan=2 style="text-align: center; background-color: {{taxobox colour|{{get regnum()|{{{1}}} }} }}" | {{{child rank|{{child rank|{{get rank|{{{1}}} }} }} }}} |- | colspan=2 style="text-align: left" | <!-- uses [[Template:Auto taxon list edit 2]], because depth = edit2 --> {{#ifexist:Template:Child taxa/{{{1}}}|{{Child taxa/{{{1}}}|depth=edit 2}}|{{list all children|1={{{1}}} }} }} |- </includeonly><noinclude>{{documentation|Template:Child taxa doc}}</noinclude> 9cba0fabc2cc8a9f111a150173a0aa43fedda92f 798 2011-06-18T07:49:16Z Closedmouth 0 Protected Template:Child taxa: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>! colspan=2 style="text-align: center; background-color: {{taxobox colour|{{get regnum()|{{{1}}} }} }}" | {{{child rank|{{child rank|{{get rank|{{{1}}} }} }} }}} |- | colspan=2 style="text-align: left" | <!-- uses [[Template:Auto taxon list edit 2]], because depth = edit2 --> {{#ifexist:Template:Child taxa/{{{1}}}|{{Child taxa/{{{1}}}|depth=edit 2}}|{{list all children|1={{{1}}} }} }} |- </includeonly><noinclude>{{documentation|Template:Child taxa doc}}</noinclude> 9cba0fabc2cc8a9f111a150173a0aa43fedda92f 10 399 797 796 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This page is called by [[Template:Taxonomy/blah]]. Its children should not be edited by hand; they can be updated by bot via [[Template:Taxonomy/name-of-parent-taxon]] and are updated daily; ''manual edits will be overwritten''! Report problems at [[User talk:Taxobot]]. The child templates are transcluded in [[Template:taxonomy key]] and in automatic taxoboxes where {{para|display children}} is set. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> <noinclude> [[Category:Taxobox templates]] </noinclude> 7353294ed63467d1e23b30f950a34fdb7e6a99f2 796 2011-01-28T21:57:00Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This page is called by [[Template:Taxonomy/blah]]. Its children should not be edited by hand; they can be updated by bot via [[Template:Taxonomy/name-of-parent-taxon]] and are updated daily; ''manual edits will be overwritten''! Report problems at [[User talk:Taxobot]]. The child templates are transcluded in [[Template:taxonomy key]] and in automatic taxoboxes where {{para|display children}} is set. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> <noinclude> [[Category:Taxobox templates]] </noinclude> 7353294ed63467d1e23b30f950a34fdb7e6a99f2 10 396 791 790 2013-05-08T17:46:23Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{pluralise rank|{{child rank|{{{1|}}} }} }}</includeonly><noinclude>{{documentation|Template:child rank/doc}}</noinclude> 8731e1ebee08e68973bffd16f435792a0aaefeb9 790 2012-04-22T20:21:46Z AGK 0 Changed protection level of Template:Children rank: [[Wikipedia:High-risk templates|Highly-visible template]] (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{pluralise rank|{{child rank|{{{1|}}} }} }}</includeonly><noinclude>{{documentation|Template:child rank/doc}}</noinclude> 8731e1ebee08e68973bffd16f435792a0aaefeb9 10 260 519 518 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki <div style="clear:{{{1|both}}};"></div><noinclude> {{documentation}} </noinclude> 38bab3e3d7fbd3d6800d46556e60bc6bac494d72 518 2011-11-06T11:02:10Z Edokter 0 Enable selective clear wikitext text/x-wiki <div style="clear:{{{1|both}}};"></div><noinclude> {{documentation}} </noinclude> 38bab3e3d7fbd3d6800d46556e60bc6bac494d72 10 320 639 638 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki ]]<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 07a5aa8463a77cef7fc1be44ed59636985a5a14d 638 2012-04-23T11:05:45Z AGK 0 Changed protection level of Template:Close link: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki ]]<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 07a5aa8463a77cef7fc1be44ed59636985a5a14d 10 306 611 610 2013-05-08T17:45:01Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{Collapsible_taxon_list/row|{{{1|}}}|{{{2|}}}|{{{3|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{4|}}}|{{{5|}}}|{{{6|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{7|}}}|{{{8|}}}|{{{9|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{10|}}}|{{{11|}}}|{{{12|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{13|}}}|{{{14|}}}|{{{15|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{16|}}}|{{{17|}}}|{{{18|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{19|}}}|{{{20|}}}|{{{21|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{22|}}}|{{{23|}}}|{{{24|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{25|}}}|{{{26|}}}|{{{27|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{28|}}}|{{{29|}}}|{{{30|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{31|}}}|{{{32|}}}|{{{33|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{34|}}}|{{{35|}}}|{{{36|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{37|}}}|{{{38|}}}|{{{39|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{40|}}}|{{{41|}}}|{{{42|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{43|}}}|{{{44|}}}|{{{45|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{46|}}}|{{{47|}}}|{{{48|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{49|}}}|{{{50|}}}|{{{51|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{52|}}}|{{{53|}}}|{{{54|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{55|}}}|{{{56|}}}|{{{57|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{58|}}}|{{{59|}}}|{{{60|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{61|}}}|{{{62|}}}|{{{63|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{64|}}}|{{{65|}}}|{{{66|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{67|}}}|{{{68|}}}|{{{69|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{70|}}}|{{{71|}}}|{{{72|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{73|}}}|{{{74|}}}|{{{75|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{76|}}}|{{{77|}}}|{{{78|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{79|}}}|{{{80|}}}|{{{81|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{82|}}}|{{{83|}}}|{{{84|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{85|}}}|{{{86|}}}|{{{87|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{88|}}}|{{{89|}}}|{{{90|}}}|open={{{open|}}}|close={{{close|}}} }}{{#if:{{{91|}}}|... (only 30 taxa supported by [[{{Subst:FULLPAGENAME}}]])}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}} }}</includeonly> <noinclude>{{documentation|Template:Nested taxon list/doc}}</noinclude> 76f3ca2012f07fc96834754469a540f430bc7846 610 2011-06-20T14:45:42Z Closedmouth 0 Protected Template:Collapsible taxon list: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{Collapsible_taxon_list/row|{{{1|}}}|{{{2|}}}|{{{3|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{4|}}}|{{{5|}}}|{{{6|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{7|}}}|{{{8|}}}|{{{9|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{10|}}}|{{{11|}}}|{{{12|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{13|}}}|{{{14|}}}|{{{15|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{16|}}}|{{{17|}}}|{{{18|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{19|}}}|{{{20|}}}|{{{21|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{22|}}}|{{{23|}}}|{{{24|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{25|}}}|{{{26|}}}|{{{27|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{28|}}}|{{{29|}}}|{{{30|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{31|}}}|{{{32|}}}|{{{33|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{34|}}}|{{{35|}}}|{{{36|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{37|}}}|{{{38|}}}|{{{39|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{40|}}}|{{{41|}}}|{{{42|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{43|}}}|{{{44|}}}|{{{45|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{46|}}}|{{{47|}}}|{{{48|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{49|}}}|{{{50|}}}|{{{51|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{52|}}}|{{{53|}}}|{{{54|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{55|}}}|{{{56|}}}|{{{57|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{58|}}}|{{{59|}}}|{{{60|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{61|}}}|{{{62|}}}|{{{63|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{64|}}}|{{{65|}}}|{{{66|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{67|}}}|{{{68|}}}|{{{69|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{70|}}}|{{{71|}}}|{{{72|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{73|}}}|{{{74|}}}|{{{75|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{76|}}}|{{{77|}}}|{{{78|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{79|}}}|{{{80|}}}|{{{81|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{82|}}}|{{{83|}}}|{{{84|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{85|}}}|{{{86|}}}|{{{87|}}}|open={{{open|}}}|close={{{close|}}} }}{{Collapsible_taxon_list/row|{{{88|}}}|{{{89|}}}|{{{90|}}}|open={{{open|}}}|close={{{close|}}} }}{{#if:{{{91|}}}|... (only 30 taxa supported by [[{{Subst:FULLPAGENAME}}]])}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}} }}</includeonly> <noinclude>{{documentation|Template:Nested taxon list/doc}}</noinclude> 76f3ca2012f07fc96834754469a540f430bc7846 10 86 171 170 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki &#58;<noinclude>{{Documentation}}</noinclude> 699b9a5402e0ee6619624048c6c98be313bbd372 170 2012-12-07T10:53:04Z Scott Martin 0 No more need for includeonly. wikitext text/x-wiki &#58;<noinclude>{{Documentation}}</noinclude> 699b9a5402e0ee6619624048c6c98be313bbd372 10 405 809 808 2013-05-08T17:46:25Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>-moz-column-count: {{{1|2}}}; -webkit-column-count: {{{1|2}}}; column-count: {{{1|2}}};</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> ac81f7cd0bc21b837b614a96ce8b5e9aeb934b11 808 2011-06-13T01:52:47Z Edokter 0 vendor-neutral last wikitext text/x-wiki <includeonly>-moz-column-count: {{{1|2}}}; -webkit-column-count: {{{1|2}}}; column-count: {{{1|2}}};</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> ac81f7cd0bc21b837b614a96ce8b5e9aeb934b11 10 406 811 810 2013-05-08T17:46:25Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>-moz-column-width: {{{1|30em}}}; -webkit-column-width: {{{1|30em}}}; column-width: {{{1|30em}}};</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> d8a4fd0606a1303c244e2e2bdb8a8de721c09209 810 2011-06-13T01:53:20Z Edokter 0 vendor-neutral last wikitext text/x-wiki <includeonly>-moz-column-width: {{{1|30em}}}; -webkit-column-width: {{{1|30em}}}; column-width: {{{1|30em}}};</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> d8a4fd0606a1303c244e2e2bdb8a8de721c09209 10 264 527 526 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#ifeq:{{{sortable|}}}|on|{{ntsh|{{FORMATNUM:{{{1}}}|R}}}}}}{{convert/{{#if:1|{{{2}}}}}|{{FORMATNUM:{{{1}}}|R}}|{{#ifeq:{{#expr:{{{3|0}}}*0}}|0|0}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|r={{#ifeq:{{{sp}}}|us|er|re}}|d=L{{{lk|off}}}A{{#switch:{{{abbr}}}|off=none|def=off|{{{abbr|off}}}}}D{{#switch:{{{disp}}}|/|slash=s|{{{disp|b}}}}}S{{{adj|{{{sing|off}}}}}}|s={{{sigfig|}}}}}</includeonly><noinclude>{{Documentation}}</noinclude>{{convert/track/abbr/{{{abbr|}}}}}{{convert/track/disp/{{{disp|}}}}}{{#if:{{{sing|}}}|{{convert/track/sing}}|{{convert/track/adj/{{{adj|}}}}}}} 8c51882b306e73d20323b222f8e03b0c472b83b0 526 2013-04-14T12:07:11Z JHunterJ 0 Undid revision 550297480 by [[Special:Contributions/JHunterJ|JHunterJ]] ([[User talk:JHunterJ|talk]]) self-rv; that didn't fix whatever broke wikitext text/x-wiki <includeonly>{{#ifeq:{{{sortable|}}}|on|{{ntsh|{{FORMATNUM:{{{1}}}|R}}}}}}{{convert/{{#if:1|{{{2}}}}}|{{FORMATNUM:{{{1}}}|R}}|{{#ifeq:{{#expr:{{{3|0}}}*0}}|0|0}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|r={{#ifeq:{{{sp}}}|us|er|re}}|d=L{{{lk|off}}}A{{#switch:{{{abbr}}}|off=none|def=off|{{{abbr|off}}}}}D{{#switch:{{{disp}}}|/|slash=s|{{{disp|b}}}}}S{{{adj|{{{sing|off}}}}}}|s={{{sigfig|}}}}}</includeonly><noinclude>{{Documentation}}</noinclude>{{convert/track/abbr/{{{abbr|}}}}}{{convert/track/disp/{{{disp|}}}}}{{#if:{{{sing|}}}|{{convert/track/sing}}|{{convert/track/adj/{{{adj|}}}}}}} 8c51882b306e73d20323b222f8e03b0c472b83b0 10 265 529 528 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{convert/{{{4}}}|{{{1}}}|-|{{{3}}}<!-- -->|{{#ifeq:{{#expr:({{{5}}}+0)*0}}|0|def|{{{5}}}}}<!--param. 4 -->|{{{6|}}}<!--set parameter 5-- -->|{{{7|}}}<!--set parameter 6-- -->|s=({{#ifeq:{{#expr:({{{5|a}}})*0}}|0|{{{5}}}|{{#ifeq:{{#expr:({{{6|a}}})*0}}|0|{{{6}}}|{{#ifeq:{{#expr:({{{8|a}}})*0}}|0|{{{8}}}|0.5}} }} }})+(0{{{s}}})<!--set precision as numeric {5},{6} or {8} -->|r={{{r}}}|d=Dual/{{{d}}}}}<noinclude> <br>The [[Template:Convert/-]] (for ranges using "-") is invoked as the first template below {Convert}, for converting ranges such as {Convert|2|-|4|ft|m}. It immediately invokes Convert/{4}, for the input unit {4}, passing the range of input numbers as "{1}|-|{3}". Having obtained all 8 parameters, {1}|-|{3}...{8}, it sets the precision "s" from either parameter {5}, {6} or {8} (depending on whichever is the numeric round-number); otherwise, the precision is set as: <nowiki>s=(0.5)+(0{{{s}}})</nowiki>. It passes {d} down as Dual/{d} to invoke subtemplate Convert/Dual/{d} which displays the dual-range (rather than a typical single amount). For any customization, such as disp=x, the parameters {6} and {7} are passed as {5} and {6} (or null if none). [[Category:Subtemplates of Template Convert]] </noinclude> b010e2d2182d87ab68995c475bc58b233360b14b 528 2011-05-27T01:04:59Z Plastikspork 0 update per request wikitext text/x-wiki {{convert/{{{4}}}|{{{1}}}|-|{{{3}}}<!-- -->|{{#ifeq:{{#expr:({{{5}}}+0)*0}}|0|def|{{{5}}}}}<!--param. 4 -->|{{{6|}}}<!--set parameter 5-- -->|{{{7|}}}<!--set parameter 6-- -->|s=({{#ifeq:{{#expr:({{{5|a}}})*0}}|0|{{{5}}}|{{#ifeq:{{#expr:({{{6|a}}})*0}}|0|{{{6}}}|{{#ifeq:{{#expr:({{{8|a}}})*0}}|0|{{{8}}}|0.5}} }} }})+(0{{{s}}})<!--set precision as numeric {5},{6} or {8} -->|r={{{r}}}|d=Dual/{{{d}}}}}<noinclude> <br>The [[Template:Convert/-]] (for ranges using "-") is invoked as the first template below {Convert}, for converting ranges such as {Convert|2|-|4|ft|m}. It immediately invokes Convert/{4}, for the input unit {4}, passing the range of input numbers as "{1}|-|{3}". Having obtained all 8 parameters, {1}|-|{3}...{8}, it sets the precision "s" from either parameter {5}, {6} or {8} (depending on whichever is the numeric round-number); otherwise, the precision is set as: <nowiki>s=(0.5)+(0{{{s}}})</nowiki>. It passes {d} down as Dual/{d} to invoke subtemplate Convert/Dual/{d} which displays the dual-range (rather than a typical single amount). For any customization, such as disp=x, the parameters {6} and {7} are passed as {5} and {6} (or null if none). [[Category:Subtemplates of Template Convert]] </noinclude> b010e2d2182d87ab68995c475bc58b233360b14b 10 266 531 530 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifexpr: abs( {{formatnum:{{{1|9}}}|R}}0 ) >= abs( {{formatnum:{{{1|9}}}|R}} )|<!--check if n+1/x0 >= n+1/x then-1-is-one-number-->{{{1}}}|<!-- else-1-has-fraction-->{{convert/numdisp|{{{1|1+4/5}}}}}<!-- -->}}<!--endif n0 >= n -->{{ #ifexpr:{{formatnum:{{{2|4}}}|R}} < 0 |&nbsp;&ndash;&#32;|–}}<!--show range word -->{{<!-- -->#ifexpr: abs( {{formatnum:{{{2|4}}}|R}}0 ) >= abs( {{formatnum:{{{2|4}}}|R}} )|<!--check if m+1/x0 >= m+1/x then-2-is-one-number-->{{{2}}}|<!-- else-2-has-fraction-->{{convert/numdisp|{{{2|3+6/7}}}}}<!-- -->}}<!--endif#2 n0 >= n -->&nbsp;{{#ifexpr:( {{formatnum:{{{2|3/4}}}|R}} ) < 1.0001 and ( {{formatnum:{{{2|3/4}}}|R}} ) > 0|{{ #if:{{{u|<noinclude>x</noinclude>}}}|{{{u}}}|{{{n}}} }}|{{ #if:{{{u|}}}|{{{u}}}|{{{l|{{{n}}}s}}} }}<!--endif {u} exists -->}}<!--endifexpr {2}<1.0001 & {2}>0 --><noinclude> {{documentation}} </noinclude> 5d0e30681c7d37f5f81cfd6689de38ab333bb518 530 2013-01-14T10:25:43Z Mr. Stradivarius 0 Use non-breaking space per protected edit request, convert to {{documentation}} template wikitext text/x-wiki {{#ifexpr: abs( {{formatnum:{{{1|9}}}|R}}0 ) >= abs( {{formatnum:{{{1|9}}}|R}} )|<!--check if n+1/x0 >= n+1/x then-1-is-one-number-->{{{1}}}|<!-- else-1-has-fraction-->{{convert/numdisp|{{{1|1+4/5}}}}}<!-- -->}}<!--endif n0 >= n -->{{ #ifexpr:{{formatnum:{{{2|4}}}|R}} < 0 |&nbsp;&ndash;&#32;|–}}<!--show range word -->{{<!-- -->#ifexpr: abs( {{formatnum:{{{2|4}}}|R}}0 ) >= abs( {{formatnum:{{{2|4}}}|R}} )|<!--check if m+1/x0 >= m+1/x then-2-is-one-number-->{{{2}}}|<!-- else-2-has-fraction-->{{convert/numdisp|{{{2|3+6/7}}}}}<!-- -->}}<!--endif#2 n0 >= n -->&nbsp;{{#ifexpr:( {{formatnum:{{{2|3/4}}}|R}} ) < 1.0001 and ( {{formatnum:{{{2|3/4}}}|R}} ) > 0|{{ #if:{{{u|<noinclude>x</noinclude>}}}|{{{u}}}|{{{n}}} }}|{{ #if:{{{u|}}}|{{{u}}}|{{{l|{{{n}}}s}}} }}<!--endif {u} exists -->}}<!--endifexpr {2}<1.0001 & {2}>0 --><noinclude> {{documentation}} </noinclude> 5d0e30681c7d37f5f81cfd6689de38ab333bb518 10 267 533 532 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{convert/Dual/{{#ifexpr:0*{{{4|0}}}*0>0|s}}{{#ifexpr:2*{{{4|0}}}=0.5+{{{4|0}}}||p}}rnd|{{{1<noinclude>|0</noinclude>}}}|{{{2}}}|{{{3<noinclude>|0</noinclude>}}}|b=({{{4|0}}}*2-({{{4|0}}}))/{{{b<noinclude>|1</noinclude>}}}|j={{{j}}}|p={{#expr:2*{{{4|0}}}-({{{4|0}}})}}|s={{#expr:0*{{{4|0}}}*0}}|n={{{n}}}|l={{{l|{{{n}}}s}}}|h={{{h|{{{n}}}}}}|u={{{u}}}}}<noinclude> {{pp-template|small=yes}} [[Category:Subtemplates of Template Convert]] </noinclude> 2ad6472ab2c861d614ce4e576fd74c7b5c1ff308 532 2012-05-06T19:16:16Z Plastikspork 0 Display error wikitext text/x-wiki {{convert/Dual/{{#ifexpr:0*{{{4|0}}}*0>0|s}}{{#ifexpr:2*{{{4|0}}}=0.5+{{{4|0}}}||p}}rnd|{{{1<noinclude>|0</noinclude>}}}|{{{2}}}|{{{3<noinclude>|0</noinclude>}}}|b=({{{4|0}}}*2-({{{4|0}}}))/{{{b<noinclude>|1</noinclude>}}}|j={{{j}}}|p={{#expr:2*{{{4|0}}}-({{{4|0}}})}}|s={{#expr:0*{{{4|0}}}*0}}|n={{{n}}}|l={{{l|{{{n}}}s}}}|h={{{h|{{{n}}}}}}|u={{{u}}}}}<noinclude> {{pp-template|small=yes}} [[Category:Subtemplates of Template Convert]] </noinclude> 2ad6472ab2c861d614ce4e576fd74c7b5c1ff308 10 268 535 534 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{formatnum:{{convert/{{{2}}}/AonSoff|{{{1}}}|{{{3}}}|u={{{u}}}|U={{{u}}}}}}} ({{convert/{{#ifeq:{{{4}}}|def|{{{o}}}|{{{4}}}}}|{{{1}}}|{{{2}}}/AonSoff|{{{3}}}|{{{s}}}+{{{b}}}|r={{{r}}}|j={{{j}}}|d=Dual/Loff}})<noinclude> {{pp-template}} [[Category:Subtemplates of Template Convert]] </noinclude> 90337540682101c74509a0f60687f14eace18ae6 534 2011-05-27T01:01:04Z Plastikspork 0 update per request wikitext text/x-wiki {{formatnum:{{convert/{{{2}}}/AonSoff|{{{1}}}|{{{3}}}|u={{{u}}}|U={{{u}}}}}}} ({{convert/{{#ifeq:{{{4}}}|def|{{{o}}}|{{{4}}}}}|{{{1}}}|{{{2}}}/AonSoff|{{{3}}}|{{{s}}}+{{{b}}}|r={{{r}}}|j={{{j}}}|d=Dual/Loff}})<noinclude> {{pp-template}} [[Category:Subtemplates of Template Convert]] </noinclude> 90337540682101c74509a0f60687f14eace18ae6 10 269 537 536 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{convert/{{{2}}}|{{rnd|({{{1}}})*{{{b}}}|({{{p}}})}}|{{rnd|({{{3}}})*{{{b}}}|({{{p}}})}}|u={{{u}}}|n={{{n}}}|l={{{l}}}|h={{{h}}}|U={{{U|{{{u}}}}}}|N={{{N|{{{n}}}}}}|L={{{L|{{{l}}}}}}|H={{{H|{{{h}}}}}}|k={{{k}}}}}</includeonly><noinclude> {{pp-template|small=yes}} [[Category:Subtemplates of Template Convert]] </noinclude> c66cdee7f24ea7355821416c3e8ba415283b4b26 536 2010-05-23T19:42:00Z Plastikspork 0 Attempting to fix bug with fractions per discussion at [[User talk:Wikid77]] wikitext text/x-wiki <includeonly>{{convert/{{{2}}}|{{rnd|({{{1}}})*{{{b}}}|({{{p}}})}}|{{rnd|({{{3}}})*{{{b}}}|({{{p}}})}}|u={{{u}}}|n={{{n}}}|l={{{l}}}|h={{{h}}}|U={{{U|{{{u}}}}}}|N={{{N|{{{n}}}}}}|L={{{L|{{{l}}}}}}|H={{{H|{{{h}}}}}}|k={{{k}}}}}</includeonly><noinclude> {{pp-template|small=yes}} [[Category:Subtemplates of Template Convert]] </noinclude> c66cdee7f24ea7355821416c3e8ba415283b4b26 10 270 539 538 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{convert/numdisp|{{{1|2+1/2}}}}}{{#ifexpr:abs({{{1|2}}})<99999|&nbsp;|&#32;}}{{ #ifexpr:{{{1|2}}} < 1.0001 and {{{1|2}}} > 0|{{{u|{{{n}}}}}}|{{{u|{{{l|{{{n}}}s}}}}}}}} ({{convert/{{#if:{{{2|}}}|{{{o}}}|{{{3}}}}}|{{{1}}}|( {{{1}}} )*{{{b}}}|{{#if:{{{2|}}}|{{{3|}}}|{{{4|}}}}}|{{{s|}}}|r={{{r}}}|j={{{j}}}|d=LoffAonSoff}})<noinclude> 383acf03201558b3840ec6f8fcb3a73e17cd5c28 538 2012-09-06T22:52:28Z Jimp 0 Protected Template:Convert/LoffAonDbSoff: [[WP:MOVP|Highly visible page]] (‎[edit=sysop] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{convert/numdisp|{{{1|2+1/2}}}}}{{#ifexpr:abs({{{1|2}}})<99999|&nbsp;|&#32;}}{{ #ifexpr:{{{1|2}}} < 1.0001 and {{{1|2}}} > 0|{{{u|{{{n}}}}}}|{{{u|{{{l|{{{n}}}s}}}}}}}} ({{convert/{{#if:{{{2|}}}|{{{o}}}|{{{3}}}}}|{{{1}}}|( {{{1}}} )*{{{b}}}|{{#if:{{{2|}}}|{{{3|}}}|{{{4|}}}}}|{{{s|}}}|r={{{r}}}|j={{{j}}}|d=LoffAonSoff}})<noinclude> 383acf03201558b3840ec6f8fcb3a73e17cd5c28 10 271 541 540 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{convert/outsep<noinclude>{{{?}}}</noinclude> | 1={{convert/{{#if:{{{4|}}}|s}}{{#if:{{{3|}}}|p}}round<noinclude>{{{?}}}</noinclude>|{{{1}}}|{{#expr:( {{{2|1}}} )/{{{b|4}}}}}|{{{3}}}|{{{4}}}|{{{j}}} }}| sep={{#if:{{{u|}}} |&nbsp;<!-- -->|&#32;}}| 2={{#if:{{{u|}}} |{{{u}}}|{{{n}}}}}| 3={{#if:{{{u|}}} |{{{u|}}}|{{{l|{{{n}}}s}}}}}}}<noinclude> {{pp-template}} This '''[[Template:Convert/LoffAonSoff]]''' invokes [[Template:Convert/outsep]] to display the converted result and unit symbol (if any), with {sep} to control wrapping. Numbers less than 1,000 is not wrapped nor are unit symbols. If the unit symbol {{{u}}} is not set (such as with "acre"), then it passes both the singular unit name {{{n}}} and plural, {{{l}}}, or "{{{n}}}s" when no specific plural name has been defined. [[Category:Subtemplates of Template Convert]] </noinclude> b61780181f8df51f28c71fbbdfabcb96bbe8dfeb 540 2012-09-21T03:22:50Z Jimp 0 don't wrap unit symbols no matter how big the number wikitext text/x-wiki {{convert/outsep<noinclude>{{{?}}}</noinclude> | 1={{convert/{{#if:{{{4|}}}|s}}{{#if:{{{3|}}}|p}}round<noinclude>{{{?}}}</noinclude>|{{{1}}}|{{#expr:( {{{2|1}}} )/{{{b|4}}}}}|{{{3}}}|{{{4}}}|{{{j}}} }}| sep={{#if:{{{u|}}} |&nbsp;<!-- -->|&#32;}}| 2={{#if:{{{u|}}} |{{{u}}}|{{{n}}}}}| 3={{#if:{{{u|}}} |{{{u|}}}|{{{l|{{{n}}}s}}}}}}}<noinclude> {{pp-template}} This '''[[Template:Convert/LoffAonSoff]]''' invokes [[Template:Convert/outsep]] to display the converted result and unit symbol (if any), with {sep} to control wrapping. Numbers less than 1,000 is not wrapped nor are unit symbols. If the unit symbol {{{u}}} is not set (such as with "acre"), then it passes both the singular unit name {{{n}}} and plural, {{{l}}}, or "{{{n}}}s" when no specific plural name has been defined. [[Category:Subtemplates of Template Convert]] </noinclude> b61780181f8df51f28c71fbbdfabcb96bbe8dfeb 10 272 543 542 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{convert/{{{d}}}|{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|s={{{s|}}}|r={{{r}}} |u=in |n=inch |l=inches |o=mm |b=0.0254 |j=-1.595166283-{{{j|0}}}}}<noinclude>{{pp-template}} [[Category:Subtemplates of Template Convert]] </noinclude> c4af646a0760ca41bdf8c0c903ec16e39bb7ab77 542 2010-08-25T21:04:53Z TheDJ 0 pass along 5,6,7 wikitext text/x-wiki {{convert/{{{d}}}|{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|s={{{s|}}}|r={{{r}}} |u=in |n=inch |l=inches |o=mm |b=0.0254 |j=-1.595166283-{{{j|0}}}}}<noinclude>{{pp-template}} [[Category:Subtemplates of Template Convert]] </noinclude> c4af646a0760ca41bdf8c0c903ec16e39bb7ab77 10 273 545 544 2013-05-08T17:44:41Z Acwebadmin 1 1 revision wikitext text/x-wiki {{convert/{{{d}}}|{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|s={{{s|}}}|r={{{r}}} |u=mm |n=millimet{{{r}}} |t=millimetre |o=in |b=0.001 |j=-3-{{{j|0}}}}}<noinclude>[[Category:Subtemplates of Template Convert]]</noinclude> f1504c3dea2d28ac724f47cba50b8a81052211f6 544 2010-04-02T22:53:46Z Ronhjones 0 change as per request on convert/updates wikitext text/x-wiki {{convert/{{{d}}}|{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|s={{{s|}}}|r={{{r}}} |u=mm |n=millimet{{{r}}} |t=millimetre |o=in |b=0.001 |j=-3-{{{j|0}}}}}<noinclude>[[Category:Subtemplates of Template Convert]]</noinclude> f1504c3dea2d28ac724f47cba50b8a81052211f6 10 274 547 546 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- --============================================================ -- Display a number, with optional fraction part: 6+3/8 --============================================================ -- (see NOTES at bottom) -- --></noinclude>{{#if:{{#titleparts:{{{1|-1200-3~118}}}|1|2}} |{{Convert/numdisp/frac |{{{1|-1200-3/118}}}|{{#titleparts:{{{1|-1200-3/118}}}|1|1}}|{{#titleparts:{{{1|-1200-3/118}}}|1|2}}}}<!--split at "/" --else-->|{{#ifexpr:{{{1|-14000.00}}} < 0 |<!--then re-build negative number (see NOTE Z4 below) -->{{formatnum: {{padright:−<!--&minus-->{{#expr:-{{{1|-14000.00}}} }}<!--endexpr --put decimal if needed-->{{ #ifexpr:{{{1|-14000.00}}}0={{{1|-14000.00}}} and {{{1|-14000.00}}}=floor( {{{1|-14000.00}}} )|.}}<!-- -->|{{strlen_short|{{{1|-14000.00}}}|}}<!--endstrlen_short -->|0}}<!--endpadright end-zeroes "0" to original length -->}}<!--endformatnum else-->|{{formatnum: {{{1|6000.500}}} }}}}<!--endif {1}<0 -->}}<noinclude><!--endif {#titleparts..} -------------------------------------------------------------- --NOTES: -- [ These comments are skipped by <noinclude> and not sent -- in formatted Internet pages, only during edit. ] -- --NOTE A1: This template processes a number, for display, by -- checking to display a fraction part ("/"), else it -- will check for negative to display a unicode &minus -- and {{formatnum:{{#expr:abs( {{{1|-6000}}} )}}}} such -- as "-6000" with a full minus sign rather than hyphen. -- In 99% of Wikipedia usage, there are no fractions. -- --NOTE D2: The check, for fraction parts, uses parser-function -- #titleparts to split the number at "/" (if any) and -- then checks part 2 (the denominator, after the slash) -- to trigger use of {{Convert/numdisp/fracparts}}. Hence, -- #if: {{#titleparts:{{{1|6+3/8}}}|1|2}} -- will be true if a denominator exists (such as "8"). -- --NOTE N3: This template uses minimal expansion depth of the -- if-else logic by checking for "/" before invoking the -- nested subtemplate {{Convert/numdisp/fracparts}}. The -- check for a negative number increases the nesting depth -- by 1 level to apply abs({1}) in a nested {#expr:} parser -- function, to use the absolute value of the amount {1}. -- --NOTE Z4: Any end-zeroes on a decimal are preserved by not -- using positive amounts in an expression, and for rare -- negative amounts, the &minus with inverse -{1} is padded -- by {padright:} with end-zeroes "0" to {strlen_short} but -- uses #ifexpr:{1}0={1} and floor({1})={1} to put ".". -- So, {strlen_short} keeps minimal expansion depth of +2. -- -- WARNING: *** DO NOT DELETE COMMENTS FROM THIS TEMPLATE *** -- Unless these comments are readily available, people -- might tinker with the coding (or rename templates), -- in hopes to clarify operation because these comments -- were not nearby to explain the issues. Having these -- comments only on a doc-page increases the danger of -- explanations no longer matching the current coding. -- UPDATE these comments to match changes to the template. -- UPDATE the HISTORY during major changes (not typos). -- -------------------------------------------------------------- --HISTORY: --03Apr09 Created by [[User:Jimp]] on English Wikipedia. --19Nov10 Invokes subtemplate only if has denominator (at "/"). --19Nov10 Put NOTES comments to explain template coding. --19Nov10 Put HISTORY comments to log major changes. --19Nov10 Put all parameters on 1 line to avoid newline "2^ /3" --20Nov10 Linked {Documentation} to hold any interwiki links. --12Feb11 Shows Unicode &minus ("−") for negative numbers. --17Feb11 Used {padright:} to re-add end-zeroes on negatives. --17Feb11 Used #ifexpr:{1}0={1} and floor({1})={1}, to put "." -- ** Add interwiki links to /doc subpage to avoid changes here ** -- -->{{Documentation}} </noinclude> ab5f05f8259172fb79a3d1633f5e831d7dc5b777 546 2011-06-28T00:45:13Z Jimp 0 merged wikitext text/x-wiki <noinclude><!-- --============================================================ -- Display a number, with optional fraction part: 6+3/8 --============================================================ -- (see NOTES at bottom) -- --></noinclude>{{#if:{{#titleparts:{{{1|-1200-3~118}}}|1|2}} |{{Convert/numdisp/frac |{{{1|-1200-3/118}}}|{{#titleparts:{{{1|-1200-3/118}}}|1|1}}|{{#titleparts:{{{1|-1200-3/118}}}|1|2}}}}<!--split at "/" --else-->|{{#ifexpr:{{{1|-14000.00}}} < 0 |<!--then re-build negative number (see NOTE Z4 below) -->{{formatnum: {{padright:−<!--&minus-->{{#expr:-{{{1|-14000.00}}} }}<!--endexpr --put decimal if needed-->{{ #ifexpr:{{{1|-14000.00}}}0={{{1|-14000.00}}} and {{{1|-14000.00}}}=floor( {{{1|-14000.00}}} )|.}}<!-- -->|{{strlen_short|{{{1|-14000.00}}}|}}<!--endstrlen_short -->|0}}<!--endpadright end-zeroes "0" to original length -->}}<!--endformatnum else-->|{{formatnum: {{{1|6000.500}}} }}}}<!--endif {1}<0 -->}}<noinclude><!--endif {#titleparts..} -------------------------------------------------------------- --NOTES: -- [ These comments are skipped by <noinclude> and not sent -- in formatted Internet pages, only during edit. ] -- --NOTE A1: This template processes a number, for display, by -- checking to display a fraction part ("/"), else it -- will check for negative to display a unicode &minus -- and {{formatnum:{{#expr:abs( {{{1|-6000}}} )}}}} such -- as "-6000" with a full minus sign rather than hyphen. -- In 99% of Wikipedia usage, there are no fractions. -- --NOTE D2: The check, for fraction parts, uses parser-function -- #titleparts to split the number at "/" (if any) and -- then checks part 2 (the denominator, after the slash) -- to trigger use of {{Convert/numdisp/fracparts}}. Hence, -- #if: {{#titleparts:{{{1|6+3/8}}}|1|2}} -- will be true if a denominator exists (such as "8"). -- --NOTE N3: This template uses minimal expansion depth of the -- if-else logic by checking for "/" before invoking the -- nested subtemplate {{Convert/numdisp/fracparts}}. The -- check for a negative number increases the nesting depth -- by 1 level to apply abs({1}) in a nested {#expr:} parser -- function, to use the absolute value of the amount {1}. -- --NOTE Z4: Any end-zeroes on a decimal are preserved by not -- using positive amounts in an expression, and for rare -- negative amounts, the &minus with inverse -{1} is padded -- by {padright:} with end-zeroes "0" to {strlen_short} but -- uses #ifexpr:{1}0={1} and floor({1})={1} to put ".". -- So, {strlen_short} keeps minimal expansion depth of +2. -- -- WARNING: *** DO NOT DELETE COMMENTS FROM THIS TEMPLATE *** -- Unless these comments are readily available, people -- might tinker with the coding (or rename templates), -- in hopes to clarify operation because these comments -- were not nearby to explain the issues. Having these -- comments only on a doc-page increases the danger of -- explanations no longer matching the current coding. -- UPDATE these comments to match changes to the template. -- UPDATE the HISTORY during major changes (not typos). -- -------------------------------------------------------------- --HISTORY: --03Apr09 Created by [[User:Jimp]] on English Wikipedia. --19Nov10 Invokes subtemplate only if has denominator (at "/"). --19Nov10 Put NOTES comments to explain template coding. --19Nov10 Put HISTORY comments to log major changes. --19Nov10 Put all parameters on 1 line to avoid newline "2^ /3" --20Nov10 Linked {Documentation} to hold any interwiki links. --12Feb11 Shows Unicode &minus ("−") for negative numbers. --17Feb11 Used {padright:} to re-add end-zeroes on negatives. --17Feb11 Used #ifexpr:{1}0={1} and floor({1})={1}, to put "." -- ** Add interwiki links to /doc subpage to avoid changes here ** -- -->{{Documentation}} </noinclude> ab5f05f8259172fb79a3d1633f5e831d7dc5b777 10 275 549 548 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{1}}}{{#iferror:{{#ifexpr:{{formatnum:{{{1|1050}}}|R}}<1000|&nbsp;|{{{sep|~}}}}}|{{{sep|~}}}}}{{#iferror:{{#ifexpr:abs( {{formatnum:{{{1|5}}}|R}} ) < 1.0001|{{{2}}}|{{{3}}}}}|{{{3}}}}}<noinclude> [[Category:2010 Convert unit subtemplates]] [[Category:Subtemplates of Template Convert]] </noinclude> 09642f4079166a5edfbcdfe2ee5310321dee5672 548 2011-03-21T03:00:57Z Mifter 0 Protected Template:Convert/outsep: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{1}}}{{#iferror:{{#ifexpr:{{formatnum:{{{1|1050}}}|R}}<1000|&nbsp;|{{{sep|~}}}}}|{{{sep|~}}}}}{{#iferror:{{#ifexpr:abs( {{formatnum:{{{1|5}}}|R}} ) < 1.0001|{{{2}}}|{{{3}}}}}|{{{3}}}}}<noinclude> [[Category:2010 Convert unit subtemplates]] [[Category:Subtemplates of Template Convert]] </noinclude> 09642f4079166a5edfbcdfe2ee5310321dee5672 10 276 551 550 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki {{formatnum<noinclude>?</noinclude>:{{rnd<noinclude>{{{?}}}</noinclude>|{{{2}}}|({{{4}}}-{{Order of magnitude<noinclude>{{{?}}}</noinclude>|{{{2}}}}}-1)}}}}<noinclude> [[Category:Subtemplates of Template Convert]] </noinclude> 86d7251e4e19b2a606350fb61db71ef223c8583f 550 2011-01-19T23:40:52Z Ronhjones 0 change as req on updates page wikitext text/x-wiki {{formatnum<noinclude>?</noinclude>:{{rnd<noinclude>{{{?}}}</noinclude>|{{{2}}}|({{{4}}}-{{Order of magnitude<noinclude>{{{?}}}</noinclude>|{{{2}}}}}-1)}}}}<noinclude> [[Category:Subtemplates of Template Convert]] </noinclude> 86d7251e4e19b2a606350fb61db71ef223c8583f 10 277 553 552 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 552 2013-04-13T04:40:11Z Jimp 0 wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 10 278 555 554 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 554 2013-04-13T04:35:31Z Jimp 0 [[WP:AES|←]]Replaced content with '<noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude>' wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 10 279 557 556 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 556 2013-04-13T04:42:41Z Jimp 0 [[WP:AES|←]]Replaced content with '<noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude>' wikitext text/x-wiki <noinclude>This is a [[Template:Convert/track|tracking subtemplate]]. [[Category:Subtemplates of Template Convert]]</noinclude> 1ab0fcde3ffe21a3d3e20e32ee8895eb3354abaf 10 228 455 454 2013-05-08T17:44:37Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly> |- |{{#ifeq:{{#titleparts:{{PAGENAME}}||2}}|{{{1}}}|You're currently creating:|Unrecognized taxon (<span class=plainlinks><!-- Link for manual creation, assisted by WP editintros: -->[{{create taxonomy/link|{{{1}}}}} fix]</span>):}} |[[{{{1}}}]][[Category:Automatic taxobox cleanup|&mu;{{FULLPAGENAME}}]] |- </includeonly><noinclude>{{documentation}}</noinclude> 7723aaaeada34d862e712a801deefaf4e259a2d9 454 2011-12-02T14:09:47Z Smith609 0 Outsource link wikitext text/x-wiki <includeonly> |- |{{#ifeq:{{#titleparts:{{PAGENAME}}||2}}|{{{1}}}|You're currently creating:|Unrecognized taxon (<span class=plainlinks><!-- Link for manual creation, assisted by WP editintros: -->[{{create taxonomy/link|{{{1}}}}} fix]</span>):}} |[[{{{1}}}]][[Category:Automatic taxobox cleanup|&mu;{{FULLPAGENAME}}]] |- </includeonly><noinclude>{{documentation}}</noinclude> 7723aaaeada34d862e712a801deefaf4e259a2d9 10 370 739 738 2013-05-08T17:45:59Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Creates an error message letting the user create taxomony for a taxon where it does not yet exist. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 07abefa26728ce5ec231b9bcf326010a51f04d91 738 2011-01-28T22:12:38Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Creates an error message letting the user create taxomony for a taxon where it does not yet exist. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 07abefa26728ce5ec231b9bcf326010a51f04d91 10 229 457 456 2013-05-08T17:44:37Z Acwebadmin 1 1 revision wikitext text/x-wiki http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{ucfirst:{{{1}}}}}}}&preload=Template:Taxonomy/{{taxonomy preload|{{{1}}}}} 4780741bad3a31414e917574de678e97779594dd 456 2012-04-23T11:05:47Z AGK 0 Protected Template:Create taxonomy/link: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{ucfirst:{{{1}}}}}}}&preload=Template:Taxonomy/{{taxonomy preload|{{{1}}}}} 4780741bad3a31414e917574de678e97779594dd 10 407 813 812 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><div class="<!-- -->{{#if: {{{colwidth|{{{2|}}}}}} | column-width | column-count column-count-{{{cols|{{{1|2}}}}}} }}" style="<!-- -->{{#if: {{{colwidth|{{{2|}}}}}} | {{column-width|{{{colwidth|{{{2}}}}}}}} | {{column-count|{{{cols|{{{1|2}}}}}}}} }} <!-- -->{{#if: {{{rules|}}} | {{#ifeq:{{{rules}}}|yes | {{column-rule}} | {{column-rule|{{{rules}}}}} }} }} <!-- -->{{#ifeq: {{{small|}}}|yes | font-size:90%; }} <!-- -->{{#if: {{{style|}}} | {{{style}}} }}"></includeonly><noinclude> {{Documentation}} </noinclude> 17edf92fde0a3cbe79d4f0d8d3b3c9e5e4908be9 812 2012-08-24T12:38:20Z Edokter 0 Not needed; performance hit. wikitext text/x-wiki <includeonly><div class="<!-- -->{{#if: {{{colwidth|{{{2|}}}}}} | column-width | column-count column-count-{{{cols|{{{1|2}}}}}} }}" style="<!-- -->{{#if: {{{colwidth|{{{2|}}}}}} | {{column-width|{{{colwidth|{{{2}}}}}}}} | {{column-count|{{{cols|{{{1|2}}}}}}}} }} <!-- -->{{#if: {{{rules|}}} | {{#ifeq:{{{rules}}}|yes | {{column-rule}} | {{column-rule|{{{rules}}}}} }} }} <!-- -->{{#ifeq: {{{small|}}}|yes | font-size:90%; }} <!-- -->{{#if: {{{style|}}} | {{{style}}} }}"></includeonly><noinclude> {{Documentation}} </noinclude> 17edf92fde0a3cbe79d4f0d8d3b3c9e5e4908be9 10 408 815 814 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly></div></includeonly><noinclude> {{Documentation|Template:Div col/doc}} </noinclude> 39f2acecaff26df789e69e64161c585494533ad5 814 2011-01-01T20:50:14Z Edokter 0 Interwikis already transcluded from /doc wikitext text/x-wiki <includeonly></div></includeonly><noinclude> {{Documentation|Template:Div col/doc}} </noinclude> 39f2acecaff26df789e69e64161c585494533ad5 10 44 87 86 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki *[[Template:{{ucfirst:{{{1|}}}}} of]] / [[Template:Get {{{1|}}}]] / [[Template:Don't edit this line {{{1|}}}]] / [[Template:Taxon variant {{{1|}}}]]; deprecated: <s>[[Template:Get {{{1|}}}/1]]</s> <noinclude> [[Category:Taxobox templates]] </noinclude> ea30f49b2174f6217c713448e180e3fd3070cf44 86 2011-01-28T22:04:52Z WOSlinker 0 add cat wikitext text/x-wiki *[[Template:{{ucfirst:{{{1|}}}}} of]] / [[Template:Get {{{1|}}}]] / [[Template:Don't edit this line {{{1|}}}]] / [[Template:Taxon variant {{{1|}}}]]; deprecated: <s>[[Template:Get {{{1|}}}/1]]</s> <noinclude> [[Category:Taxobox templates]] </noinclude> ea30f49b2174f6217c713448e180e3fd3070cf44 10 45 89 88 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki <!-- Automatically add {{template sandbox notice}} when on a /sandbox page. -->{{#ifeq: {{SUBPAGENAME}} | sandbox | <div style="clear: both;"></div>{{template sandbox notice|{{{livepage|}}}}} }}<!-- Automatically add {{pp-template}} to protected templates. -->{{template other | {{#ifeq: {{PROTECTIONLEVEL:move}} | sysop | {{pp-template|docusage=yes}} | {{#if: {{PROTECTIONLEVEL:edit}} | {{pp-template|docusage=yes}} | <!--Not protected, or only semi-move-protected--> }} }} }}<!-- Start of green doc box. -->{{documentation/start box2 | preload = {{{preload|}}} <!--Allow custom preloads--> | heading = {{{heading|¬}}} <!--Empty but defined means no header--> | heading-style = {{{heading-style|}}} | content = {{{content|}}} <!--Some namespaces must have the /doc, /sandbox and /testcases in talk space--> | docspace = {{documentation/docspace}} | 1 = {{{1|}}} <!--Other docname, if fed--> <!--The namespace is added in /start box2--> | template page = {{documentation/template page}} }}<!-- Start content --><!-- Start load the /doc content: Note: The line breaks between this comment and the next line are necessary so "=== Headings ===" at the start and end of docs are interpreted. --> {{#switch: {{#if:{{{content|}}}|1|0}}{{#if:{{{1|}}}|1|0}}{{#ifexist:{{{1|}}}|1|0}}{{#ifexist:{{documentation/docspace}}:{{documentation/template page}}/doc|1|0}} | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 = {{{content|}}} | 0110 | 0111 = {{ {{{1}}} }} | 0001 | 0011 = {{ {{documentation/docspace}}:{{documentation/template page}}/doc }} | 0000 | 0100 | 0010 | 0101 = }} <!-- End load the /doc content: Note: The line breaks between this comment and the previous line are necessary so "=== Headings ===" at the start and end of docs are interpreted. -->{{documentation/end box2 | preload = {{{preload|}}} <!--Allow custom preloads--> | content = {{{content|}}} | link box = {{{link box|}}} <!--So "link box=off" works--> <!--Some namespaces must have the /doc, /sandbox and /testcases in talk space--> | docspace = {{documentation/docspace}} | 1 = {{{1|}}} <!--Other docname, if fed--> <!--The namespace is added in /end box2--> | template page = {{documentation/template page}} }}<!-- End of green doc box --><noinclude> <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> c0fd8a2f49acd825ed5e61a04bc8114446d05d31 88 2012-03-15T21:57:40Z Tra 0 add new parameter, per talk wikitext text/x-wiki <!-- Automatically add {{template sandbox notice}} when on a /sandbox page. -->{{#ifeq: {{SUBPAGENAME}} | sandbox | <div style="clear: both;"></div>{{template sandbox notice|{{{livepage|}}}}} }}<!-- Automatically add {{pp-template}} to protected templates. -->{{template other | {{#ifeq: {{PROTECTIONLEVEL:move}} | sysop | {{pp-template|docusage=yes}} | {{#if: {{PROTECTIONLEVEL:edit}} | {{pp-template|docusage=yes}} | <!--Not protected, or only semi-move-protected--> }} }} }}<!-- Start of green doc box. -->{{documentation/start box2 | preload = {{{preload|}}} <!--Allow custom preloads--> | heading = {{{heading|¬}}} <!--Empty but defined means no header--> | heading-style = {{{heading-style|}}} | content = {{{content|}}} <!--Some namespaces must have the /doc, /sandbox and /testcases in talk space--> | docspace = {{documentation/docspace}} | 1 = {{{1|}}} <!--Other docname, if fed--> <!--The namespace is added in /start box2--> | template page = {{documentation/template page}} }}<!-- Start content --><!-- Start load the /doc content: Note: The line breaks between this comment and the next line are necessary so "=== Headings ===" at the start and end of docs are interpreted. --> {{#switch: {{#if:{{{content|}}}|1|0}}{{#if:{{{1|}}}|1|0}}{{#ifexist:{{{1|}}}|1|0}}{{#ifexist:{{documentation/docspace}}:{{documentation/template page}}/doc|1|0}} | 1000 | 1001 | 1010 | 1011 | 1100 | 1101 | 1110 | 1111 = {{{content|}}} | 0110 | 0111 = {{ {{{1}}} }} | 0001 | 0011 = {{ {{documentation/docspace}}:{{documentation/template page}}/doc }} | 0000 | 0100 | 0010 | 0101 = }} <!-- End load the /doc content: Note: The line breaks between this comment and the previous line are necessary so "=== Headings ===" at the start and end of docs are interpreted. -->{{documentation/end box2 | preload = {{{preload|}}} <!--Allow custom preloads--> | content = {{{content|}}} | link box = {{{link box|}}} <!--So "link box=off" works--> <!--Some namespaces must have the /doc, /sandbox and /testcases in talk space--> | docspace = {{documentation/docspace}} | 1 = {{{1|}}} <!--Other docname, if fed--> <!--The namespace is added in /end box2--> | template page = {{documentation/template page}} }}<!-- End of green doc box --><noinclude> <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> c0fd8a2f49acd825ed5e61a04bc8114446d05d31 10 46 91 90 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch: {{SUBJECTSPACE}} | {{ns:0}} | {{ns:File}} | {{ns:MediaWiki}} | {{ns:Category}} = {{TALKSPACE}} | #default = {{SUBJECTSPACE}} }}<noinclude> {{documentation|content= This subtemplate of {{tl|documentation}} is used to determine the namespace of the documentation page. }}</noinclude> 3f8c9307e17e8c27c28733376f3ed4d8e04df50f 90 2010-11-13T23:42:41Z Plastikspork 0 Protected Template:Documentation/docspace: [[WP:HRT|Highly visible template]]: Will be used by [[Template:Documentation]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{#switch: {{SUBJECTSPACE}} | {{ns:0}} | {{ns:File}} | {{ns:MediaWiki}} | {{ns:Category}} = {{TALKSPACE}} | #default = {{SUBJECTSPACE}} }}<noinclude> {{documentation|content= This subtemplate of {{tl|documentation}} is used to determine the namespace of the documentation page. }}</noinclude> 3f8c9307e17e8c27c28733376f3ed4d8e04df50f 10 47 93 92 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><div></noinclude><div style="clear: both;"></div><!--So right or left floating items don't stick out of the doc box.--> </div><!--End of green doc box--><!-- Link box below for the doc meta-data: -->{{#if: <!--Check if we should show the link box--> {{#ifeq: {{{link box|}}} | off | | {{{doc exist|yes}}}{{ #switch: {{SUBJECTSPACE}} | {{ns:User}} | {{ns:Template}} = yes }} }} | {{fmbox | id = documentation-meta-data | image = none | style = background-color: #ecfcf4; | textstyle = font-style: italic; | text = {{#if: {{{link box|}}} | {{{link box}}} <!--Use custom link box content--> | {{#if: {{{doc exist|yes}}} | <!--/doc exists, link to it--> The above [[Wikipedia:Template documentation|documentation]] is [[Wikipedia:Transclusion|transcluded]] from [[{{{docpage|{{FULLPAGENAME}}/doc}}}]]. <small style="font-style: normal">([{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=edit}} edit] &#124; [{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=history}} history])</small> <br /> }}<!-- Add links to /sandbox and /testcases when appropriate: -->{{#switch: {{SUBJECTSPACE}} | {{ns:User}} | {{ns:Template}} = Editors can experiment in this template's {{ #ifexist: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | [[{{{sandbox| {{FULLPAGENAME}}/sandbox }}}|sandbox]] <small style="font-style: normal">([{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit }} edit] <nowiki>|</nowiki> [{{fullurl:Special:ComparePages | page1={{urlencode:{{{template page|{{FULLPAGENAME}}}}}}}&page2={{urlencode:{{{sandbox|{{FULLPAGENAME}}/sandbox}}}}}}} diff])</small> | sandbox <small style="font-style: normal">([{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit&preload=Template:Documentation/preload-sandbox }} create] <nowiki>|</nowiki> [{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit&preload={{urlencode:{{{template page|{{FULLPAGENAME}}}}}}}&summary={{urlencode:Create sandbox version of [[{{{template page|{{FULLPAGENAME}}}}}]]}} }} mirror])</small> }} and {{ #ifexist: {{{testcases| {{FULLPAGENAME}}/testcases }}} | [[{{{testcases| {{FULLPAGENAME}}/testcases }}}|testcases]] <small style="font-style: normal">([{{fullurl: {{{testcases| {{FULLPAGENAME}}/testcases }}} | action=edit }} edit])</small> | testcases <small style="font-style: normal">([{{fullurl: {{{testcases| {{FULLPAGENAME}}/testcases }}} | action=edit&preload=Template:Documentation/preload-testcases }} create])</small> }} pages. <br /> }}<!-- Show the cats text, but not if "content" fed or "docname fed" since then it is unclear where to add the cats. -->{{#if: {{{content|}}} {{{docname fed|}}} | | Please add categories to the [[{{{docpage|{{FULLPAGENAME}}/doc}}}|/doc]] subpage. }}<!-- Show the "Subpages" link: -->{{#switch: {{SUBJECTSPACE}} | {{ns:File}} = <!--Don't show it--> | {{ns:Template}} = &#32;[[Special:PrefixIndex/{{{template page|{{FULLPAGENAME}}}}}/|Subpages of this template]]. | #default = &#32;[[Special:PrefixIndex/{{{template page|{{FULLPAGENAME}}}}}/|Subpages of this page]]. }} }}{{#ifexist:{{FULLPAGENAME}}/Print |<br />A [[Help:Books/for experts#Improving the book layout|print version]] of this template exists at [[/Print]]. If you make a change to this template, please update the print version as well.[[Category:Templates with print versions]] }} }} }}<!--End link box--><!-- Detect and report strange usage: -->{{#if: <!--Check if {{documentation}} is transcluded on a /doc or /testcases page--> {{#switch: {{SUBPAGENAME}} | doc | testcases = strange }} <!--More checks can be added here, just return anything to make the surrounding if-case trigger--> | <includeonly>[[Category:Wikipedia pages with strange ((documentation)) usage|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --></includeonly> }}<noinclude> {{pp-template|small=yes}} </noinclude> 0750ab9281fcf31f027c75f4da2070281acb3ee2 92 2013-03-06T20:51:38Z WOSlinker 0 remove interwiki text wikitext text/x-wiki <noinclude><div></noinclude><div style="clear: both;"></div><!--So right or left floating items don't stick out of the doc box.--> </div><!--End of green doc box--><!-- Link box below for the doc meta-data: -->{{#if: <!--Check if we should show the link box--> {{#ifeq: {{{link box|}}} | off | | {{{doc exist|yes}}}{{ #switch: {{SUBJECTSPACE}} | {{ns:User}} | {{ns:Template}} = yes }} }} | {{fmbox | id = documentation-meta-data | image = none | style = background-color: #ecfcf4; | textstyle = font-style: italic; | text = {{#if: {{{link box|}}} | {{{link box}}} <!--Use custom link box content--> | {{#if: {{{doc exist|yes}}} | <!--/doc exists, link to it--> The above [[Wikipedia:Template documentation|documentation]] is [[Wikipedia:Transclusion|transcluded]] from [[{{{docpage|{{FULLPAGENAME}}/doc}}}]]. <small style="font-style: normal">([{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=edit}} edit] &#124; [{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=history}} history])</small> <br /> }}<!-- Add links to /sandbox and /testcases when appropriate: -->{{#switch: {{SUBJECTSPACE}} | {{ns:User}} | {{ns:Template}} = Editors can experiment in this template's {{ #ifexist: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | [[{{{sandbox| {{FULLPAGENAME}}/sandbox }}}|sandbox]] <small style="font-style: normal">([{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit }} edit] <nowiki>|</nowiki> [{{fullurl:Special:ComparePages | page1={{urlencode:{{{template page|{{FULLPAGENAME}}}}}}}&page2={{urlencode:{{{sandbox|{{FULLPAGENAME}}/sandbox}}}}}}} diff])</small> | sandbox <small style="font-style: normal">([{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit&preload=Template:Documentation/preload-sandbox }} create] <nowiki>|</nowiki> [{{fullurl: {{{sandbox| {{FULLPAGENAME}}/sandbox }}} | action=edit&preload={{urlencode:{{{template page|{{FULLPAGENAME}}}}}}}&summary={{urlencode:Create sandbox version of [[{{{template page|{{FULLPAGENAME}}}}}]]}} }} mirror])</small> }} and {{ #ifexist: {{{testcases| {{FULLPAGENAME}}/testcases }}} | [[{{{testcases| {{FULLPAGENAME}}/testcases }}}|testcases]] <small style="font-style: normal">([{{fullurl: {{{testcases| {{FULLPAGENAME}}/testcases }}} | action=edit }} edit])</small> | testcases <small style="font-style: normal">([{{fullurl: {{{testcases| {{FULLPAGENAME}}/testcases }}} | action=edit&preload=Template:Documentation/preload-testcases }} create])</small> }} pages. <br /> }}<!-- Show the cats text, but not if "content" fed or "docname fed" since then it is unclear where to add the cats. -->{{#if: {{{content|}}} {{{docname fed|}}} | | Please add categories to the [[{{{docpage|{{FULLPAGENAME}}/doc}}}|/doc]] subpage. }}<!-- Show the "Subpages" link: -->{{#switch: {{SUBJECTSPACE}} | {{ns:File}} = <!--Don't show it--> | {{ns:Template}} = &#32;[[Special:PrefixIndex/{{{template page|{{FULLPAGENAME}}}}}/|Subpages of this template]]. | #default = &#32;[[Special:PrefixIndex/{{{template page|{{FULLPAGENAME}}}}}/|Subpages of this page]]. }} }}{{#ifexist:{{FULLPAGENAME}}/Print |<br />A [[Help:Books/for experts#Improving the book layout|print version]] of this template exists at [[/Print]]. If you make a change to this template, please update the print version as well.[[Category:Templates with print versions]] }} }} }}<!--End link box--><!-- Detect and report strange usage: -->{{#if: <!--Check if {{documentation}} is transcluded on a /doc or /testcases page--> {{#switch: {{SUBPAGENAME}} | doc | testcases = strange }} <!--More checks can be added here, just return anything to make the surrounding if-case trigger--> | <includeonly>[[Category:Wikipedia pages with strange ((documentation)) usage|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --></includeonly> }}<noinclude> {{pp-template|small=yes}} </noinclude> 0750ab9281fcf31f027c75f4da2070281acb3ee2 10 48 95 94 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {{documentation/end box | preload = {{{preload|}}} <!--Allow custom preloads--> | content = {{{content|}}} | link box = {{{link box|}}} <!--So "link box=off" works--> | docpage = {{#if: {{{1|}}} | {{{1|}}} | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | doc exist = {{#ifexist: {{#if: {{{1|}}} | {{{1|}}} <!--Other docname fed--> | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | yes }} | docname fed = {{#if: {{{1|}}} | yes }} | sandbox = {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/sandbox | testcases = {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/testcases | template page = {{NAMESPACE}}:{{{template page|{{PAGENAME}}}}} }}<noinclude> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 89a7fd8fac80614cc6b014a5c3866c624a8163dc 94 2011-01-04T02:10:24Z Plastikspork 0 add wikitext text/x-wiki {{documentation/end box | preload = {{{preload|}}} <!--Allow custom preloads--> | content = {{{content|}}} | link box = {{{link box|}}} <!--So "link box=off" works--> | docpage = {{#if: {{{1|}}} | {{{1|}}} | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | doc exist = {{#ifexist: {{#if: {{{1|}}} | {{{1|}}} <!--Other docname fed--> | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | yes }} | docname fed = {{#if: {{{1|}}} | yes }} | sandbox = {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/sandbox | testcases = {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/testcases | template page = {{NAMESPACE}}:{{{template page|{{PAGENAME}}}}} }}<noinclude> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 89a7fd8fac80614cc6b014a5c3866c624a8163dc 10 49 97 96 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki <!-- Start of green doc box --><div id="template-documentation" class="template-documentation iezoomfix"><!-- Add the heading at the top of the doc box: -->{{#ifeq: {{{heading|¬}}} | <!--Defined but empty--> | <!--"heading=", do nothing--> | <div style="padding-bottom: 3px; border-bottom: 1px solid #aaa; margin-bottom: 1ex;">{{ #if: {{{content|}}} | | <!--Add the [view][edit][history][purge] or [create] links--> <span class="editsection plainlinks" id="doc_editlinks">{{ #if: {{{doc exist|yes}}} | &#91;[[{{{docpage|{{FULLPAGENAME}}/doc}}}|view]]&#93; [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=edit}} edit]] [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=history}} history]] [{{purge|purge}}] | <!--/doc doesn't exist--> [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}| action=edit&preload={{ #if: {{{preload|}}} | {{urlencode:{{{preload}}}}} | {{#ifeq: {{SUBJECTSPACE}} | {{ns:File}} | Template:Documentation/preload-filespace | Template:Documentation/preload }} }} }} create]] }}</span> }} <span style="{{#if: {{{heading-style|}}} | {{{heading-style|}}} | {{#ifeq: {{SUBJECTSPACE}} | {{ns:Template}} | font-weight: bold; font-size: 125% | font-size: 150% }} }}">{{#switch: {{{heading|¬}}} | ¬ = <!--"heading" not defined in this or previous level--> {{#switch: {{SUBJECTSPACE}} | {{ns:Template}} = [[File:Template-info.png|50px|link=|alt=Documentation icon]] Template documentation | {{ns:Module}} = [[File:Template-info.png|50px|link=|alt=Documentation icon]] Module documentation | {{ns:File}} = Summary | #default = Documentation }} | #default = <!--"heading" has data or is empty but defined--> {{{heading|}}} }}</span></div> }}<noinclude><!-- close the div --></div> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> b0ebdd409a49c121bfcb5c317d29ed128d1687e9 96 2013-03-18T21:13:23Z TheDJ 0 let's see about reusing this for modules at some point... wikitext text/x-wiki <!-- Start of green doc box --><div id="template-documentation" class="template-documentation iezoomfix"><!-- Add the heading at the top of the doc box: -->{{#ifeq: {{{heading|¬}}} | <!--Defined but empty--> | <!--"heading=", do nothing--> | <div style="padding-bottom: 3px; border-bottom: 1px solid #aaa; margin-bottom: 1ex;">{{ #if: {{{content|}}} | | <!--Add the [view][edit][history][purge] or [create] links--> <span class="editsection plainlinks" id="doc_editlinks">{{ #if: {{{doc exist|yes}}} | &#91;[[{{{docpage|{{FULLPAGENAME}}/doc}}}|view]]&#93; [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=edit}} edit]] [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}|action=history}} history]] [{{purge|purge}}] | <!--/doc doesn't exist--> [[{{fullurl:{{{docpage|{{FULLPAGENAME}}/doc}}}| action=edit&preload={{ #if: {{{preload|}}} | {{urlencode:{{{preload}}}}} | {{#ifeq: {{SUBJECTSPACE}} | {{ns:File}} | Template:Documentation/preload-filespace | Template:Documentation/preload }} }} }} create]] }}</span> }} <span style="{{#if: {{{heading-style|}}} | {{{heading-style|}}} | {{#ifeq: {{SUBJECTSPACE}} | {{ns:Template}} | font-weight: bold; font-size: 125% | font-size: 150% }} }}">{{#switch: {{{heading|¬}}} | ¬ = <!--"heading" not defined in this or previous level--> {{#switch: {{SUBJECTSPACE}} | {{ns:Template}} = [[File:Template-info.png|50px|link=|alt=Documentation icon]] Template documentation | {{ns:Module}} = [[File:Template-info.png|50px|link=|alt=Documentation icon]] Module documentation | {{ns:File}} = Summary | #default = Documentation }} | #default = <!--"heading" has data or is empty but defined--> {{{heading|}}} }}</span></div> }}<noinclude><!-- close the div --></div> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> b0ebdd409a49c121bfcb5c317d29ed128d1687e9 10 50 99 98 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki {{documentation/start box | preload = {{{preload|}}} <!--Allow custom preloads--> | heading = {{{heading|¬}}} <!--Empty but defined means no header--> | heading-style = {{{heading-style|}}} | content = {{{content|}}} | docpage = {{#if: {{{1|}}} | {{{1|}}} | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | doc exist = {{#ifexist: {{#if: {{{1|}}} | {{{1|}}} <!--Other docname fed--> | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | yes }} }}<noinclude> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 7f6e551e93e95214ccd215f6e000406b210a5326 98 2010-11-13T23:53:20Z Plastikspork 0 trim wikitext text/x-wiki {{documentation/start box | preload = {{{preload|}}} <!--Allow custom preloads--> | heading = {{{heading|¬}}} <!--Empty but defined means no header--> | heading-style = {{{heading-style|}}} | content = {{{content|}}} | docpage = {{#if: {{{1|}}} | {{{1|}}} | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | doc exist = {{#ifexist: {{#if: {{{1|}}} | {{{1|}}} <!--Other docname fed--> | {{{docspace|{{NAMESPACE}}}}}:{{{template page|{{PAGENAME}}}}}/doc }} | yes }} }}<noinclude> {{pp-template}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 7f6e551e93e95214ccd215f6e000406b210a5326 10 51 101 100 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch: {{SUBPAGENAME}} | sandbox | testcases = {{BASEPAGENAME}} | #default = {{PAGENAME}} }}<noinclude>{{documentation|content= This subtemplate of {{tl|documentation}} is used to determine the template page name. }}</noinclude> 83e55011b2f99551c294b68cb14f363d67bd2917 100 2010-11-13T23:41:37Z Plastikspork 0 Protected Template:Documentation/template page: [[WP:HRT|Highly visible template]]: Will be used by [[Template:Documentation]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{#switch: {{SUBPAGENAME}} | sandbox | testcases = {{BASEPAGENAME}} | #default = {{PAGENAME}} }}<noinclude>{{documentation|content= This subtemplate of {{tl|documentation}} is used to determine the template page name. }}</noinclude> 83e55011b2f99551c294b68cb14f363d67bd2917 10 52 103 102 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#ifeq: {{lc:{{SUBPAGENAME}}}} | {{{override|doc}}} | <!-- doc page --> </includeonly>{{ #ifeq: {{{doc-notice|show}}} | show | {{mbox | type = notice | image = [[File:Edit-copy green.svg|40px]] | text = '''This is a [[Wikipedia:Template documentation|documentation]] [[Wikipedia:Subpages|subpage]] for {{{1|[[:{{SUBJECTSPACE}}:{{BASEPAGENAME}}]]}}}'''.<br />It contains usage information, [[Wikipedia:Categorization|categories]] and other content that is not part of the original {{ #if: {{{text2|}}} | {{{text2}}} | {{ #if: {{{text1|}}} | {{{text1}}} | {{ #ifeq: {{SUBJECTSPACE}} | {{ns:User}} | {{lc:{{SUBJECTSPACE}}}} template page | {{ #if: {{SUBJECTSPACE}} |{{lc:{{SUBJECTSPACE}}}} page|article}}}}}}}}. }} }}{{DEFAULTSORT:{{{defaultsort|{{PAGENAME}}}}}}}{{ #if: {{{inhibit|}}} | <!-- skip --> | <includeonly>{{#ifexist:{{NAMESPACE}}:{{BASEPAGENAME}}|[[Category:{{ #switch: {{SUBJECTSPACE}} | Template = Template | Module = Module | User = User | #default = Wikipedia }} documentation pages]]|[[Category:Documentation subpages without corresponding pages]]}}</includeonly> }}<includeonly> | <!-- if not on a /doc subpage, do nothing --> }}</includeonly><noinclude> {{documentation}} <!-- Add categories to the /doc subpage, not here! --> </noinclude> 0d884a165e4ff1eba5330c1bdf9d24d4551f64e1 102 2013-03-21T13:14:54Z TheDJ 0 add support for module categories wikitext text/x-wiki <includeonly>{{#ifeq: {{lc:{{SUBPAGENAME}}}} | {{{override|doc}}} | <!-- doc page --> </includeonly>{{ #ifeq: {{{doc-notice|show}}} | show | {{mbox | type = notice | image = [[File:Edit-copy green.svg|40px]] | text = '''This is a [[Wikipedia:Template documentation|documentation]] [[Wikipedia:Subpages|subpage]] for {{{1|[[:{{SUBJECTSPACE}}:{{BASEPAGENAME}}]]}}}'''.<br />It contains usage information, [[Wikipedia:Categorization|categories]] and other content that is not part of the original {{ #if: {{{text2|}}} | {{{text2}}} | {{ #if: {{{text1|}}} | {{{text1}}} | {{ #ifeq: {{SUBJECTSPACE}} | {{ns:User}} | {{lc:{{SUBJECTSPACE}}}} template page | {{ #if: {{SUBJECTSPACE}} |{{lc:{{SUBJECTSPACE}}}} page|article}}}}}}}}. }} }}{{DEFAULTSORT:{{{defaultsort|{{PAGENAME}}}}}}}{{ #if: {{{inhibit|}}} | <!-- skip --> | <includeonly>{{#ifexist:{{NAMESPACE}}:{{BASEPAGENAME}}|[[Category:{{ #switch: {{SUBJECTSPACE}} | Template = Template | Module = Module | User = User | #default = Wikipedia }} documentation pages]]|[[Category:Documentation subpages without corresponding pages]]}}</includeonly> }}<includeonly> | <!-- if not on a /doc subpage, do nothing --> }}</includeonly><noinclude> {{documentation}} <!-- Add categories to the /doc subpage, not here! --> </noinclude> 0d884a165e4ff1eba5330c1bdf9d24d4551f64e1 10 395 789 788 2013-05-08T17:46:23Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- This template should now be redundant to the more-efficient "don't edit this line {{{machine code}}}" variants. -->{{#switch:{{{1}}}|rank={{{rank|}}}|parent={{{parent|}}}|link={{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}}}|link_text={{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}|link_target={{{link|}}}|always_display={{{always_display|}}}|2={{{2|{{{link|}}}}}}|{{{1}}}={{taxonomy key|parent={{{parent}}}|rank={{{rank}}}|extinct={{{extinct|}}}|always_display={{{always_display|}}}|link_target={{{link|}}}|link={{{link|}}}{{#if:{{{2|}}}|{{!}}{{{2}}}}}}}}}</includeonly><noinclude>{{documentation|template:Taxonomy/doc}}</noinclude> f3a6525ff38e72da52a1a4b1935d7508bcd7ed77 788 2011-10-22T00:39:19Z Anomie 0 Changed protection level of Template:Don't edit this line: Cascading protection here manages to protect nothing except its own documentation subpage, as anything of actual interest is wrapped in <includeonly> ([edit=sysop] (indefinite) [move=sysop] (indef wikitext text/x-wiki <includeonly><!-- This template should now be redundant to the more-efficient "don't edit this line {{{machine code}}}" variants. -->{{#switch:{{{1}}}|rank={{{rank|}}}|parent={{{parent|}}}|link={{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}}}|link_text={{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}|link_target={{{link|}}}|always_display={{{always_display|}}}|2={{{2|{{{link|}}}}}}|{{{1}}}={{taxonomy key|parent={{{parent}}}|rank={{{rank}}}|extinct={{{extinct|}}}|always_display={{{always_display|}}}|link_target={{{link|}}}|link={{{link|}}}{{#if:{{{2|}}}|{{!}}{{{2}}}}}}}}}</includeonly><noinclude>{{documentation|template:Taxonomy/doc}}</noinclude> f3a6525ff38e72da52a1a4b1935d7508bcd7ed77 10 53 105 104 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Each line shows related templates, including duplicates to avoid loops. {{doc/Get pair|rank}} {{doc/Get pair|link}} {{doc/Get pair|link target}} {{doc/Get pair|link text}} {{doc/Get pair|plain link text}} {{doc/Get pair|parent}} {{doc/Get pair|extinct}} {{doc/Get pair|dagger}} (displays extinction dagger if extinct, null string otherwise) {{doc/Get pair|always display}} {{doc/Get pair|refs}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> a4afac53608a049e49c19754c278aa8377ccc9f0 104 2011-02-04T19:47:00Z Smith609 0 /* Usage */ + dagger wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Each line shows related templates, including duplicates to avoid loops. {{doc/Get pair|rank}} {{doc/Get pair|link}} {{doc/Get pair|link target}} {{doc/Get pair|link text}} {{doc/Get pair|plain link text}} {{doc/Get pair|parent}} {{doc/Get pair|extinct}} {{doc/Get pair|dagger}} (displays extinction dagger if extinct, null string otherwise) {{doc/Get pair|always display}} {{doc/Get pair|refs}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> a4afac53608a049e49c19754c278aa8377ccc9f0 10 36 71 70 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- This template should now be redundant to the more-efficient "don't edit this line {{{machine code}}}" variants. -->{{#switch:{{{1}}}|rank={{{rank|}}}|parent={{{parent|}}}|link={{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}}}|link_text={{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}|link_target={{{link|}}}|always_display={{{always_display|}}}|2={{{2|{{{link|}}}}}}|{{{1}}}={{taxonomy key/sandbox|parent={{{parent}}}|rank={{{rank}}}|extinct={{{extinct|}}}|always_display={{{always_display|}}}|link_target={{{link|}}}|link={{{link|}}}{{#if:{{{2|}}}|{{!}}{{{2}}}}}}}}}</includeonly><noinclude>{{documentation|template:Taxonomy/doc}}</noinclude> 4ff42813ddf1ae3774ba93f9560c4dd365e626cd 70 2012-11-04T03:28:56Z Wikid77 0 created, as a /sandbox version of [[Template:Don't_edit_this_line]], to test changes for [[Template:Taxonomy]]. wikitext text/x-wiki <includeonly><!-- This template should now be redundant to the more-efficient "don't edit this line {{{machine code}}}" variants. -->{{#switch:{{{1}}}|rank={{{rank|}}}|parent={{{parent|}}}|link={{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}}}|link_text={{#if:{{{extinct|}}}|{{extinct}}}}{{{2|{{{link|}}}}}}|link_target={{{link|}}}|always_display={{{always_display|}}}|2={{{2|{{{link|}}}}}}|{{{1}}}={{taxonomy key/sandbox|parent={{{parent}}}|rank={{{rank}}}|extinct={{{extinct|}}}|always_display={{{always_display|}}}|link_target={{{link|}}}|link={{{link|}}}{{#if:{{{2|}}}|{{!}}{{{2}}}}}}}}}</includeonly><noinclude>{{documentation|template:Taxonomy/doc}}</noinclude> 4ff42813ddf1ae3774ba93f9560c4dd365e626cd 10 87 173 172 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{always_display|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3a7c00a507d1878ca2887e3adca32537335cfad1 172 2011-06-20T15:02:58Z Closedmouth 0 Protected Template:Don't edit this line always display: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{always_display|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3a7c00a507d1878ca2887e3adca32537335cfad1 10 381 761 760 2013-05-08T17:46:12Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{authority|}}} {{{year|}}} detlak - This parameter has been deprecated. {{#if:{{{authority|}}}|[[Category:Automatic taxobox cleanup|&alpha;]]}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> c918cf1afb1277ab2c0b4c30cc9a7243556eae81 760 2010-12-22T09:02:35Z Stemonitis 0 typo: "[[wikt:depreciate|depreciate]]" => "[[wikt:deprecate|deprecate]]" wikitext text/x-wiki {{{authority|}}} {{{year|}}} detlak - This parameter has been deprecated. {{#if:{{{authority|}}}|[[Category:Automatic taxobox cleanup|&alpha;]]}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> c918cf1afb1277ab2c0b4c30cc9a7243556eae81 10 7 13 12 2013-05-08T17:44:18Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{extinct|}}}|&dagger;&nbsp;}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6e2a8e9773e3e43a1fe4c699f142867b64bafa71 12 2012-09-30T17:28:53Z Nnemo 0 wikitext text/x-wiki {{#if:{{{extinct|}}}|&dagger;&nbsp;}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6e2a8e9773e3e43a1fe4c699f142867b64bafa71 10 377 753 752 2013-05-08T17:46:11Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{extinct|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> fe2cd4275eefcb3d68ae3bd8591a7820b0867c33 752 2010-11-20T06:08:50Z Smith609 0 [[WP:AES|←]]Created page with '{{{extinct|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{{extinct|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> fe2cd4275eefcb3d68ae3bd8591a7820b0867c33 10 294 587 586 2013-05-08T17:44:57Z Acwebadmin 1 1 revision wikitext text/x-wiki 1<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> d8a074429907c6629a5e36e072750d303ad501fa 586 2011-01-03T14:35:59Z Smith609 0 [[WP:AES|←]]Created page with '1<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude>' wikitext text/x-wiki 1<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> d8a074429907c6629a5e36e072750d303ad501fa 10 88 175 174 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|<span style="font-style:normal;font-weight:normal;">†</span>}}{{{2|{{{link|}}}}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> cbfd51e4b802321ec5b6afd32c7226f1cfba0485 174 2011-10-22T00:41:34Z Anomie 0 Changed protection level of Template:Don't edit this line link: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{link|}}}{{#if:{{{2|{{{extinct|}}}}}}|{{!}}{{#if:{{{extinct|}}}|<span style="font-style:normal;font-weight:normal;">†</span>}}{{{2|{{{link|}}}}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> cbfd51e4b802321ec5b6afd32c7226f1cfba0485 10 378 755 754 2013-05-08T17:46:12Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{link|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> e62b87f0d11ed37440e12784104165d8e01ee0c2 754 2011-06-18T08:45:29Z Closedmouth 0 Protected Template:Don't edit this line link target: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{link|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> e62b87f0d11ed37440e12784104165d8e01ee0c2 10 89 177 176 2013-05-08T17:44:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{1x|1={{#if:{{{extinct|}}}|<span style="font-style:normal;font-weight:normal;">†</span>}}{{{2|{{{link|}}} }}} }}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 360cb0280fbef88e5ba77b166920a9d3b077c263 176 2011-06-18T08:53:42Z Closedmouth 0 Protected Template:Don't edit this line link text: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{1x|1={{#if:{{{extinct|}}}|<span style="font-style:normal;font-weight:normal;">†</span>}}{{{2|{{{link|}}} }}} }}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 360cb0280fbef88e5ba77b166920a9d3b077c263 10 90 179 178 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{parent|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 4f4452ea60261650b26515dd1ec7499c984e41f2 178 2011-10-22T00:41:51Z Anomie 0 Changed protection level of Template:Don't edit this line parent: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{parent|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 4f4452ea60261650b26515dd1ec7499c984e41f2 10 14 27 26 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{2|{{{link|}}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 405396fa910f42a8a6270f979bf77030575cc3a5 26 2011-06-10T14:48:07Z Smith609 0 Protected Template:Don't edit this line plain link text: Highly visible & vulnerable page ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{2|{{{link|}}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 405396fa910f42a8a6270f979bf77030575cc3a5 10 91 181 180 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{rank|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6a93ca5b4569a7146c62342851f07dfc16af516e 180 2012-04-23T11:05:51Z AGK 0 Changed protection level of Template:Don't edit this line rank: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{{rank|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6a93ca5b4569a7146c62342851f07dfc16af516e 10 379 757 756 2013-05-08T17:46:12Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{refs|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a2c9a756116ef5c68d19faa66ad320ecb7c24cdf 756 2011-06-18T07:50:17Z Closedmouth 0 Protected Template:Don't edit this line refs: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{refs|}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a2c9a756116ef5c68d19faa66ad320ecb7c24cdf 10 136 271 270 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki <span class="noprint plainlinks">[{{fullurl:{{#if:{{{1|}}}|{{{1}}}|{{FULLPAGENAME}}}}|action=edit{{#if:{{{section|}}}|&section={{{section}}}}}{{#if:{{{editintro|}}}|&editintro={{urlencode:{{{editintro}}}|wiki}}}}{{#if:{{{preload|}}}|&preload={{urlencode:{{{preload}}}|wiki}}}}{{#if:{{{preloadtitle|}}}|&preloadtitle={{urlencode:{{{preloadtitle}}}}}}}}} {{{2|edit}}}]</span><noinclude> {{documentation}}</noinclude> d99c56b4f914c840c1715e145b6142933d58dfdf 270 2012-04-08T15:35:10Z SLV100 0 [[User:Anomie]] has reason wikitext text/x-wiki <span class="noprint plainlinks">[{{fullurl:{{#if:{{{1|}}}|{{{1}}}|{{FULLPAGENAME}}}}|action=edit{{#if:{{{section|}}}|&section={{{section}}}}}{{#if:{{{editintro|}}}|&editintro={{urlencode:{{{editintro}}}|wiki}}}}{{#if:{{{preload|}}}|&preload={{urlencode:{{{preload}}}|wiki}}}}{{#if:{{{preloadtitle|}}}|&preloadtitle={{urlencode:{{{preloadtitle}}}}}}}}} {{{2|edit}}}]</span><noinclude> {{documentation}}</noinclude> d99c56b4f914c840c1715e145b6142933d58dfdf 10 321 641 640 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{1|}}}|<span class="plainlinks" style="font-size:small; float:right">&#91;[[Template:Taxonomy/{{{1}}}{{!}}Taxonomy]]; [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy/{{urlencode:{{{1}}}}}&action=edit edit]&#93;</span>}}<noinclude> [[Category:Taxobox templates]] </noinclude> 6ea68cb482612c53bc72f98bd91e4cc192cca7e8 640 2011-10-22T00:46:12Z Anomie 0 Changed protection level of Template:Edit a taxon: Cascading protection here is useless, this template transcludes nothing! ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{#if:{{{1|}}}|<span class="plainlinks" style="font-size:small; float:right">&#91;[[Template:Taxonomy/{{{1}}}{{!}}Taxonomy]]; [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy/{{urlencode:{{{1}}}}}&action=edit edit]&#93;</span>}}<noinclude> [[Category:Taxobox templates]] </noinclude> 6ea68cb482612c53bc72f98bd91e4cc192cca7e8 10 326 651 650 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Auto taxon list edit]] 3f76793206efdc71470929f573f1e18fb66065af 650 2012-04-23T10:32:37Z AGK 0 Protected Template:Edit taxon list: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki #REDIRECT [[Template:Auto taxon list edit]] 3f76793206efdc71470929f573f1e18fb66065af 10 92 183 182 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><span class='plainlinks' style='font-size:smaller; float:right; padding-right:0.4em; margin-left:-3em;'>[[File:Red Pencil Icon.png|link=Template:Taxonomy/{{{1}}}|{{{2|Edit this classification}}}]]</small></includeonly><noinclude>{{documentation}}</noinclude> c1062502fa15f55efeef6a39df538922ae9414ac 182 2011-10-22T00:43:59Z Anomie 0 Changed protection level of Template:Edit taxonomy: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage and a Commons image ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly><span class='plainlinks' style='font-size:smaller; float:right; padding-right:0.4em; margin-left:-3em;'>[[File:Red Pencil Icon.png|link=Template:Taxonomy/{{{1}}}|{{{2|Edit this classification}}}]]</small></includeonly><noinclude>{{documentation}}</noinclude> c1062502fa15f55efeef6a39df538922ae9414ac 10 59 117 116 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#invoke:Error|error|{{{message|{{{1}}}}}}|tag={{{tag|}}}}}<noinclude> {{documentation}} </noinclude> 5da54c14258c1b1755a03bccb88dc5d9d0cefb56 116 2013-04-04T13:38:55Z Mr. Stradivarius 0 switch to Lua implementation wikitext text/x-wiki {{#invoke:Error|error|{{{message|{{{1}}}}}}|tag={{{tag|}}}}}<noinclude> {{documentation}} </noinclude> 5da54c14258c1b1755a03bccb88dc5d9d0cefb56 10 409 817 816 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Intricate template]] [[Category:Protected redirects]] ff2ae891518c95b5df70b91c802d9d6ae3eaffd7 816 2007-04-05T05:04:56Z David Kernow 0 updating redirect wikitext text/x-wiki #REDIRECT [[Template:Intricate template]] [[Category:Protected redirects]] ff2ae891518c95b5df70b91c802d9d6ae3eaffd7 10 93 185 184 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki {{noitalic|{{nobold|†}}}}<noinclude> This template is designed for instances where the extinction dagger cannot be displayed next to a taxon correctly due to preformatting in the taxobox. [[Category:Taxobox templates]] </noinclude> e86ef81d140528d6f6713dc1d029290959281b28 184 2011-10-22T00:51:07Z Anomie 0 Changed protection level of Template:Extinct: Cascading here is unnecessary, we can just protect [[Template:Noitalic]] directly ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{noitalic|{{nobold|†}}}}<noinclude> This template is designed for instances where the extinction dagger cannot be displayed next to a taxon correctly due to preformatting in the taxobox. [[Category:Taxobox templates]] </noinclude> e86ef81d140528d6f6713dc1d029290959281b28 10 383 765 764 2013-05-08T17:46:13Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=extinct}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3bbdf8f65e2488a1394a513b4ce363c448dc9e58 764 2010-12-19T14:53:13Z Smith609 0 rm wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=extinct}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3bbdf8f65e2488a1394a513b4ce363c448dc9e58 10 230 459 458 2013-05-08T17:44:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#invoke:String|match|s={{{1}}}|^[^{{{sep|%s}}}]*}}<noinclude> {{documentation}}</noinclude> 7ec48d9a12acfc24564a0c0d8fe42aa74c9bd37b 458 2013-02-26T09:50:11Z Dragons flight 0 oops wikitext text/x-wiki {{#invoke:String|match|s={{{1}}}|^[^{{{sep|%s}}}]*}}<noinclude> {{documentation}}</noinclude> 7ec48d9a12acfc24564a0c0d8fe42aa74c9bd37b 10 74 147 146 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ #if: {{{fishbolid|}}} | * [http://www.fishbol.org/species.php?region=1&id={{{fishbolid}}} {{{displayName}}}] at FishBol }}{{ #if: {{{species|}}} | * [http://www.fishbase.org/Summary/speciesSummary.php?&genusname={{{genus}}}&speciesname={{{species}}} {{{displayName}}}] at [[FishBase]] }}{{ #if: {{{genus|}}} | * [http://www.iobis.org/OBISWEB/ObisControllerServlet?searchCategory=/AdvancedSearchServlet&genus={{{genus|}}}&species={{{species|}}} {{{displayName}}}] at [[Ocean Biogeographic Information System]] }} <noinclude> == Description == Used in {{tl|taxon}} to display fish links, NEVER use this template on its own, it should only be used from {{tl|taxon}}. 184fdab8cdbab3361d3152a556b3ceb3ad5ae418 146 2011-04-21T16:54:15Z Clarkcj12 0 fixing [[FishBase]] link because you get an error when you click on as the the link moved to a new page. wikitext text/x-wiki {{ #if: {{{fishbolid|}}} | * [http://www.fishbol.org/species.php?region=1&id={{{fishbolid}}} {{{displayName}}}] at FishBol }}{{ #if: {{{species|}}} | * [http://www.fishbase.org/Summary/speciesSummary.php?&genusname={{{genus}}}&speciesname={{{species}}} {{{displayName}}}] at [[FishBase]] }}{{ #if: {{{genus|}}} | * [http://www.iobis.org/OBISWEB/ObisControllerServlet?searchCategory=/AdvancedSearchServlet&genus={{{genus|}}}&species={{{species|}}} {{{displayName}}}] at [[Ocean Biogeographic Information System]] }} <noinclude> == Description == Used in {{tl|taxon}} to display fish links, NEVER use this template on its own, it should only be used from {{tl|taxon}}. 184fdab8cdbab3361d3152a556b3ceb3ad5ae418 10 54 107 106 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki <table {{#if:{{{id|}}}|id="{{{id|}}}"}} class="plainlinks fmbox {{#switch:{{{type|}}} | warning = fmbox-warning | editnotice = fmbox-editnotice | system <!-- system = default --> | #default = fmbox-system }} {{{class|}}}" style="{{{style|}}}"> <tr> {{#ifeq:{{{image|}}}|none | <!-- No image. --> | <td class="mbox-image"> {{#if:{{{image|}}} | {{{image}}} | [[File:{{#switch:{{{type|}}} | warning = Cmbox deletion.png | editnotice = Imbox notice.png | system <!-- system = default --> | #default = Imbox notice.png }}|40x40px|link=|alt=]] }}</td> }} <td class="mbox-text" style="{{{textstyle|}}}"> {{{text}}} </td> {{#if:{{{imageright|}}} | <td class="mbox-imageright"> {{{imageright}}} </td> }} </tr> </table><!-- Detect and report usage with faulty "type" parameter: -->{{#switch:{{{type|}}} | <!-- No type fed, is also valid input --> | warning | editnotice | system = <!-- Do nothing, valid "type" --> | #default = <div style="text-align: center;">This message box is using an invalid "type={{{type|}}}" parameter and needs fixing.</div>[[Category:Wikipedia message box parameter needs fixing|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --> }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> c2e6654b26a57b1ffdea3d3377e21ca16d80c0be 106 2010-10-01T18:23:02Z WOSlinker 0 remove {{pp-template}} wikitext text/x-wiki <table {{#if:{{{id|}}}|id="{{{id|}}}"}} class="plainlinks fmbox {{#switch:{{{type|}}} | warning = fmbox-warning | editnotice = fmbox-editnotice | system <!-- system = default --> | #default = fmbox-system }} {{{class|}}}" style="{{{style|}}}"> <tr> {{#ifeq:{{{image|}}}|none | <!-- No image. --> | <td class="mbox-image"> {{#if:{{{image|}}} | {{{image}}} | [[File:{{#switch:{{{type|}}} | warning = Cmbox deletion.png | editnotice = Imbox notice.png | system <!-- system = default --> | #default = Imbox notice.png }}|40x40px|link=|alt=]] }}</td> }} <td class="mbox-text" style="{{{textstyle|}}}"> {{{text}}} </td> {{#if:{{{imageright|}}} | <td class="mbox-imageright"> {{{imageright}}} </td> }} </tr> </table><!-- Detect and report usage with faulty "type" parameter: -->{{#switch:{{{type|}}} | <!-- No type fed, is also valid input --> | warning | editnotice | system = <!-- Do nothing, valid "type" --> | #default = <div style="text-align: center;">This message box is using an invalid "type={{{type|}}}" parameter and needs fixing.</div>[[Category:Wikipedia message box parameter needs fixing|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --> }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> c2e6654b26a57b1ffdea3d3377e21ca16d80c0be 10 410 819 818 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Geological range]] 43584d0d3780410c0b75068cbf55aa0be3d5ef9e 818 2010-06-04T16:59:43Z Smith609 0 moved [[Template:Fossil range]] to [[Template:Geological range]]: Per [[Template_talk:Fossil_range#use_in_stratigraphical_formations]] wikitext text/x-wiki #REDIRECT [[Template:Geological range]] 43584d0d3780410c0b75068cbf55aa0be3d5ef9e 10 411 821 820 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><onlyinclude><div style="position:absolute; height:100%; text-align:center; background-color:{{period color|{{{1}}}}}; left:{{#expr:(650-{{period start|{{{1}}}}})/650*220}}px; width:{{#expr: ({{period start|{{{1}}}}}-{{period end|{{{1}}}}})/650*220}}px;">[[{{{1}}}|{{{2}}}]]</div></onlyinclude></includeonly> [[Category:Template implementation details|{{PAGENAME}}]]<noinclude> <!-- interwiki below this point--> [[ar:قالب:Fossil range/bar]] [[bn:টেমপ্লেট:Fossil range/bar]] [[ko:틀:화석 시기/막대]] [[id:Templat:Rentang fosil/baris]] [[la:Formula:Fossil range/bar]] [[pl:Szablon:Okres istnienia grupy organizmów 2/wykres]] </noinclude> 3b649e529130cbb20ad70075bdedac9f3c8c7f39 820 2011-04-19T01:23:49Z Bob the Wikipedian 0 [[Help:Reverting|Reverted]] edits by [[Special:Contributions/Woody|Woody]] ([[User talk:Woody|talk]]) to last version by Smith609 wikitext text/x-wiki <includeonly><onlyinclude><div style="position:absolute; height:100%; text-align:center; background-color:{{period color|{{{1}}}}}; left:{{#expr:(650-{{period start|{{{1}}}}})/650*220}}px; width:{{#expr: ({{period start|{{{1}}}}}-{{period end|{{{1}}}}})/650*220}}px;">[[{{{1}}}|{{{2}}}]]</div></onlyinclude></includeonly> [[Category:Template implementation details|{{PAGENAME}}]]<noinclude> <!-- interwiki below this point--> [[ar:قالب:Fossil range/bar]] [[bn:টেমপ্লেট:Fossil range/bar]] [[ko:틀:화석 시기/막대]] [[id:Templat:Rentang fosil/baris]] [[la:Formula:Fossil range/bar]] [[pl:Szablon:Okres istnienia grupy organizmów 2/wykres]] </noinclude> 3b649e529130cbb20ad70075bdedac9f3c8c7f39 10 412 823 822 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><onlyinclude>{{#ifexpr:{{{1}}}-{{{2}}}>5| <div style="position:absolute; height:8px; left:{{#expr:(650-{{{1}}})/650*220}}px; width:{{#expr:({{{1}}}-{{{2}}})*220/650}}px; background-color:#360; opacity:{{#if:{{{3|}}}|0.{{{3}}}|1}}; "><!--range-border--></div> {{#if:{{{3|}}}||<div style="position:absolute; height:6px; top:1px; left:{{#expr:((650-{{{1}}})/650*220)+1}}px; width:{{#expr:(({{{1}}}-{{{2}}})*220/650)-2}}px; background-color:#6c3;"><!--range-marker--></div>}} |<!--else--> {{#if:{{{3|}}}||<div style="position:absolute; left:{{#expr:(650-{{{1}}})/650*220}}px; font-size:50%"><!--contains arrow--><div style="position:relative; left:-0.42em"><!--nudges back left-->&darr;</div></div>}} }}</onlyinclude></includeonly><noinclude> [[ar:قالب:Fossil range/marker]] [[id:Templat:Rentang fosil/marka]] [[la:Formula:Fossil range/marker]] [[pl:Szablon:Okres istnienia grupy organizmów 2/znacznik]] [[Category:Template implementation details|{{PAGENAME}}]]</noinclude> caab5d5c866129114f12873aea205d0323a77e01 822 2010-06-02T20:19:16Z Smith609 0 Protected Template:Fossil range/marker: [[WP:HRT|Highly visible template]]: Transcluded in protected page [[Template:Fossil range]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly><onlyinclude>{{#ifexpr:{{{1}}}-{{{2}}}>5| <div style="position:absolute; height:8px; left:{{#expr:(650-{{{1}}})/650*220}}px; width:{{#expr:({{{1}}}-{{{2}}})*220/650}}px; background-color:#360; opacity:{{#if:{{{3|}}}|0.{{{3}}}|1}}; "><!--range-border--></div> {{#if:{{{3|}}}||<div style="position:absolute; height:6px; top:1px; left:{{#expr:((650-{{{1}}})/650*220)+1}}px; width:{{#expr:(({{{1}}}-{{{2}}})*220/650)-2}}px; background-color:#6c3;"><!--range-marker--></div>}} |<!--else--> {{#if:{{{3|}}}||<div style="position:absolute; left:{{#expr:(650-{{{1}}})/650*220}}px; font-size:50%"><!--contains arrow--><div style="position:relative; left:-0.42em"><!--nudges back left-->&darr;</div></div>}} }}</onlyinclude></includeonly><noinclude> [[ar:قالب:Fossil range/marker]] [[id:Templat:Rentang fosil/marka]] [[la:Formula:Fossil range/marker]] [[pl:Szablon:Okres istnienia grupy organizmów 2/znacznik]] [[Category:Template implementation details|{{PAGENAME}}]]</noinclude> caab5d5c866129114f12873aea205d0323a77e01 10 75 149 148 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ #if: {{{genus|}}} | * [http://commons.wikimedia.org/wiki/{{{genus}}}_{{{species}}} {{{displayName}}}] at [[Wikimedia Commons]] * [http://species.wikimedia.org/wiki/{{{genus}}}_{{{species}}} {{{displayName}}}] at [[Wikispecies]] * [http://www.itis.gov/servlet/SingleRpt/SingleRpt?search_topic=Scientific_Name&search_value={{{genus}}}%20{{{species}}}&search_kingdom=every&search_span=exactly_for&categories=All&source=html&search_credRating=All {{{displayName}}}] at [[Integrated Taxonomic Information System]] }}{{ #if: {{{eolid|}}} | * [http://www.eol.org/pages/{{{eolid}}} {{{displayName}}}] at [[Encyclopedia of Life]] }}{{ #if: {{{iucnid|}}} | * [http://www.iucnredlist.org/search/details.php/{{{iucnid}}}/all {{{displayName}}}] at [[IUCN Red List]] }}{{ #if: {{{biolibid|}}} | * [http://www.biolib.cz/en/taxon/id{{{biolibid}}} {{{displayName}}}] at BioLib }}{{ #if: {{{gbifid|}}} | * [http://data.gbif.org/species/{{{gbifid}}}/ {{{displayName}}}] at [[Global Biodiversity Information Facility]] }}{{ #ifeq: {{{type|}}} | plant || *[http://animaldiversity.ummz.umich.edu/site/accounts/information/{{{genus}}}_{{{species}}}.html {{{displayName}}}] at [[Animal Diversity Web]] }} <noinclude>[[Category:Animal templates|{{PAGENAME}}]] ac61e311abf3ed676fd2ead1ace0746779653a3c 148 2010-06-26T08:58:59Z Stefan 0 sigh this should be the right version wikitext text/x-wiki {{ #if: {{{genus|}}} | * [http://commons.wikimedia.org/wiki/{{{genus}}}_{{{species}}} {{{displayName}}}] at [[Wikimedia Commons]] * [http://species.wikimedia.org/wiki/{{{genus}}}_{{{species}}} {{{displayName}}}] at [[Wikispecies]] * [http://www.itis.gov/servlet/SingleRpt/SingleRpt?search_topic=Scientific_Name&search_value={{{genus}}}%20{{{species}}}&search_kingdom=every&search_span=exactly_for&categories=All&source=html&search_credRating=All {{{displayName}}}] at [[Integrated Taxonomic Information System]] }}{{ #if: {{{eolid|}}} | * [http://www.eol.org/pages/{{{eolid}}} {{{displayName}}}] at [[Encyclopedia of Life]] }}{{ #if: {{{iucnid|}}} | * [http://www.iucnredlist.org/search/details.php/{{{iucnid}}}/all {{{displayName}}}] at [[IUCN Red List]] }}{{ #if: {{{biolibid|}}} | * [http://www.biolib.cz/en/taxon/id{{{biolibid}}} {{{displayName}}}] at BioLib }}{{ #if: {{{gbifid|}}} | * [http://data.gbif.org/species/{{{gbifid}}}/ {{{displayName}}}] at [[Global Biodiversity Information Facility]] }}{{ #ifeq: {{{type|}}} | plant || *[http://animaldiversity.ummz.umich.edu/site/accounts/information/{{{genus}}}_{{{species}}}.html {{{displayName}}}] at [[Animal Diversity Web]] }} <noinclude>[[Category:Animal templates|{{PAGENAME}}]] ac61e311abf3ed676fd2ead1ace0746779653a3c 10 413 825 824 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><span style="display:inline-block;">{{{prefix|}}}</span><span style="display:inline-block;">{{{3|{{{text|{{{1}}}{{#if:{{{2|}}}|–{{{2|}}}}}{{#iferror:{{#expr:{{{1}}}}}|| Ma}}}}}}}}</span>{{{ref|{{{reference|{{{refs|{{{references|}}}}}}}}}}}} <span style="display:inline-block;">{{{PS|{{{ps|}}}}}}</span>{{Phanerozoic 220px}}<!-- Fossil range marker --><div name=Range style="margin:0 auto; line-height:0; clear:both; width:220px; padding:0px; height:8px; overflow:visible; background-color:transparent; position:relative; top:-4px; z-index:100;">{{fossil range/marker|{{#if:{{{earliest|}}}|{{#iferror:{{#expr:{{{earliest}}}}}|{{period start|{{{earliest}}}}}|{{{earliest}}}}}|{{#iferror:{{#expr:{{{1}}}}}|{{period start|{{{1}}}}}|{{{1}}}}}}}|{{#if:{{{latest|}}}|{{#iferror:{{#expr:{{{latest}}}}}|{{period end|{{{latest}}}}}|{{{latest}}}}}|{{#iferror:{{#expr:{{{2|{{{1}}}}}}}}|{{period end|{{{2|{{{1}}}}}}}}|{{{2|{{{1}}}}}}}}}}|42<!-- This determines the opacity of the bar-->}} {{fossil range/marker|{{#iferror:{{#expr:{{{1}}}}}|{{period start|{{{1}}}}}|{{{1}}}}}|{{#iferror:{{#expr:{{{2|{{{1}}}}}}}}|{{period end|{{{2|{{{1}}}}}}}}|{{{2|{{{1}}}}}}}}}} </div Range> </div Timeline-row></includeonly><noinclude>{{template doc}}</noinclude> e659c8e7081ae8fcd093be612beb26830e2de22a 824 2013-01-30T10:57:02Z Closedmouth 0 per request wikitext text/x-wiki <includeonly><span style="display:inline-block;">{{{prefix|}}}</span><span style="display:inline-block;">{{{3|{{{text|{{{1}}}{{#if:{{{2|}}}|–{{{2|}}}}}{{#iferror:{{#expr:{{{1}}}}}|| Ma}}}}}}}}</span>{{{ref|{{{reference|{{{refs|{{{references|}}}}}}}}}}}} <span style="display:inline-block;">{{{PS|{{{ps|}}}}}}</span>{{Phanerozoic 220px}}<!-- Fossil range marker --><div name=Range style="margin:0 auto; line-height:0; clear:both; width:220px; padding:0px; height:8px; overflow:visible; background-color:transparent; position:relative; top:-4px; z-index:100;">{{fossil range/marker|{{#if:{{{earliest|}}}|{{#iferror:{{#expr:{{{earliest}}}}}|{{period start|{{{earliest}}}}}|{{{earliest}}}}}|{{#iferror:{{#expr:{{{1}}}}}|{{period start|{{{1}}}}}|{{{1}}}}}}}|{{#if:{{{latest|}}}|{{#iferror:{{#expr:{{{latest}}}}}|{{period end|{{{latest}}}}}|{{{latest}}}}}|{{#iferror:{{#expr:{{{2|{{{1}}}}}}}}|{{period end|{{{2|{{{1}}}}}}}}|{{{2|{{{1}}}}}}}}}}|42<!-- This determines the opacity of the bar-->}} {{fossil range/marker|{{#iferror:{{#expr:{{{1}}}}}|{{period start|{{{1}}}}}|{{{1}}}}}|{{#iferror:{{#expr:{{{2|{{{1}}}}}}}}|{{period end|{{{2|{{{1}}}}}}}}|{{{2|{{{1}}}}}}}}}} </div Range> </div Timeline-row></includeonly><noinclude>{{template doc}}</noinclude> e659c8e7081ae8fcd093be612beb26830e2de22a 10 288 575 574 2013-05-08T17:44:56Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=always_display}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> d001f3a7a3595a6a21a9d904b84d68aa0ecc1672 574 2010-11-20T06:27:33Z Smith609 0 wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=always_display}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> d001f3a7a3595a6a21a9d904b84d68aa0ecc1672 10 388 775 774 2013-05-08T17:46:14Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=always_display}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> d001f3a7a3595a6a21a9d904b84d68aa0ecc1672 774 2010-12-07T22:54:02Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}}|machine code=always_display}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=always_display}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> d001f3a7a3595a6a21a9d904b84d68aa0ecc1672 10 382 763 762 2013-05-08T17:46:13Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 28b628ebb6f93a1643dd393f74aa70efe4dc3513 762 2010-12-07T14:52:16Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 28b628ebb6f93a1643dd393f74aa70efe4dc3513 10 389 777 776 2013-05-08T17:46:14Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 28b628ebb6f93a1643dd393f74aa70efe4dc3513 776 2010-12-07T22:54:15Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=authority}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 28b628ebb6f93a1643dd393f74aa70efe4dc3513 10 289 577 576 2013-05-08T17:44:56Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=authority key}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> dde9a9459222dafbbb7c748fa64497b44c9fe42a 576 2011-10-22T00:44:43Z Anomie 0 Changed protection level of Template:Get authority key: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=authority key}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> dde9a9459222dafbbb7c748fa64497b44c9fe42a 10 375 749 748 2013-05-08T17:46:00Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{child rank|{{taxonomy/{{{1|}}}|machine code=rank}} }}</includeonly><noinclude>{{documentation|Template:Child rank/doc}}</noinclude> 583173891cb0c731520d2611ade5cec0724e3534 748 2010-12-19T21:00:22Z Smith609 0 Simplify to avoid redundancy wikitext text/x-wiki <includeonly>{{child rank|{{taxonomy/{{{1|}}}|machine code=rank}} }}</includeonly><noinclude>{{documentation|Template:Child rank/doc}}</noinclude> 583173891cb0c731520d2611ade5cec0724e3534 10 231 461 460 2013-05-08T17:44:38Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#ifexist:Template:Taxonomy/{{{1}}}|{{Taxonomy/{{{1}}}|machine code=dagger}} }}</includeonly><noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 140e9510795b019b1b2c2d2cfb476d91e22b20a7 460 2012-04-23T10:22:39Z AGK 0 Protected Template:Get dagger: [[Wikipedia:High-risk templates|Highly-visible template]] (over 1000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{#ifexist:Template:Taxonomy/{{{1}}}|{{Taxonomy/{{{1}}}|machine code=dagger}} }}</includeonly><noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 140e9510795b019b1b2c2d2cfb476d91e22b20a7 10 327 653 652 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{Taxonomy/{{{1|}}}|machine code=extinct}}</includeonly><noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> fe55aba7e2d1e4553ebb9bb849a38d8842dfe2e1 652 2010-11-26T18:49:14Z Smith609 0 <includeonly> wikitext text/x-wiki <includeonly>{{Taxonomy/{{{1|}}}|machine code=extinct}}</includeonly><noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> fe55aba7e2d1e4553ebb9bb849a38d8842dfe2e1 10 328 655 654 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{Taxonomy/{{{1|}}}|machine code=rank }} }} |genus|subgenus|sectio|species|subspecies=<!-- If rank necessitates italicization, italicize: -->{{Taxonomy/{{{1|}}}|machine code=link target }}{{!}}<i>{{Taxonomy/{{{1|}}}|machine code=link text }}</i> |<!-- Else don't. -->{{Taxonomy/{{{1|}}}|machine code=link }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 9b5d0d4f741f7078616cef7cb15c5137fac5efd1 654 2011-06-18T08:54:26Z Closedmouth 0 Protected Template:Get italic link: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{#switch:{{lc:{{Taxonomy/{{{1|}}}|machine code=rank }} }} |genus|subgenus|sectio|species|subspecies=<!-- If rank necessitates italicization, italicize: -->{{Taxonomy/{{{1|}}}|machine code=link target }}{{!}}<i>{{Taxonomy/{{{1|}}}|machine code=link text }}</i> |<!-- Else don't. -->{{Taxonomy/{{{1|}}}|machine code=link }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 9b5d0d4f741f7078616cef7cb15c5137fac5efd1 10 9 17 16 2013-05-08T17:44:18Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{Taxonomy/{{{1|}}}|machine code=rank }} }} |genus|subgenus|sectio|species|subspecies=<!-- If rank necessitates italicization, italicize: -->{{Taxonomy/{{{1|}}}|machine code=link target }}{{!}}<i>{{Taxonomy/{{{1|}}}|machine code=link text }}</i> |<!-- Else don't. -->{{Taxonomy/{{{1|}}}|machine code=link }} }}{{#if:{{#titleparts:{{{1|}}}||2}}| &ensp;(/{{#titleparts:{{{1|}}}||2}})}}<noinclude> [[Category:Taxobox templates]] </noinclude> e59b274683d1e4a2b51828148f32b28043e00ab7 16 2012-04-23T11:06:08Z AGK 0 Protected Template:Get italic link with disambig: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#switch:{{lc:{{Taxonomy/{{{1|}}}|machine code=rank }} }} |genus|subgenus|sectio|species|subspecies=<!-- If rank necessitates italicization, italicize: -->{{Taxonomy/{{{1|}}}|machine code=link target }}{{!}}<i>{{Taxonomy/{{{1|}}}|machine code=link text }}</i> |<!-- Else don't. -->{{Taxonomy/{{{1|}}}|machine code=link }} }}{{#if:{{#titleparts:{{{1|}}}||2}}| &ensp;(/{{#titleparts:{{{1|}}}||2}})}}<noinclude> [[Category:Taxobox templates]] </noinclude> e59b274683d1e4a2b51828148f32b28043e00ab7 10 329 657 656 2013-05-08T17:45:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a5fae6fbf6e0b763184297246747699542619367 656 2011-10-22T00:45:11Z Anomie 0 Changed protection level of Template:Get link: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a5fae6fbf6e0b763184297246747699542619367 10 390 779 778 2013-05-08T17:46:15Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a5fae6fbf6e0b763184297246747699542619367 778 2010-12-07T22:51:08Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}}|machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a5fae6fbf6e0b763184297246747699542619367 10 330 659 658 2013-05-08T17:45:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> ced595d7f4df8bcaa6711b7736c2a47183064f94 658 2010-11-20T06:29:53Z Smith609 0 Space not _ wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> ced595d7f4df8bcaa6711b7736c2a47183064f94 10 387 773 772 2013-05-08T17:46:14Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> ced595d7f4df8bcaa6711b7736c2a47183064f94 772 2010-12-07T22:54:26Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}}|machine code=link_target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> ced595d7f4df8bcaa6711b7736c2a47183064f94 10 404 807 806 2013-05-08T17:46:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 57b401d3f0cae90d2f2448d29d677fee5b9c3b36 806 2010-11-20T06:29:45Z Smith609 0 Space wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 57b401d3f0cae90d2f2448d29d677fee5b9c3b36 10 391 781 780 2013-05-08T17:46:15Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 57b401d3f0cae90d2f2448d29d677fee5b9c3b36 780 2010-12-07T22:51:22Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}}|machine code=link_text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=link_text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 57b401d3f0cae90d2f2448d29d677fee5b9c3b36 10 287 573 572 2013-05-08T17:44:56Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 572 2011-10-22T00:45:39Z Anomie 0 Changed protection level of Template:Get parent: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 10 392 783 782 2013-05-08T17:46:15Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 782 2010-12-07T22:47:06Z Smith609 0 Duplicate wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 10 380 759 758 2013-05-08T17:46:12Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=plain link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> f4ac947458f0aefd93b35162c7e6a9ec65061d56 758 2010-11-28T02:48:57Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=plain link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=plain link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> f4ac947458f0aefd93b35162c7e6a9ec65061d56 10 331 661 660 2013-05-08T17:45:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 2d4e6eeb5fc663357ddffef511787f1574f190ff 660 2010-11-20T06:26:51Z Smith609 0 space not _ wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 2d4e6eeb5fc663357ddffef511787f1574f190ff 10 393 785 784 2013-05-08T17:46:15Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 2d4e6eeb5fc663357ddffef511787f1574f190ff 784 2010-12-07T22:50:48Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}}|machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 2d4e6eeb5fc663357ddffef511787f1574f190ff 10 332 663 662 2013-05-08T17:45:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=refs}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3fbc65cf217fd890b9a6e928a0400dc942381c52 662 2011-10-22T00:45:24Z Anomie 0 Changed protection level of Template:Get refs: Cascading protection here is useless, this template transcludes nothing except its own documentation subpage ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Taxonomy/{{{1|}}}|machine code=refs}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 3fbc65cf217fd890b9a6e928a0400dc942381c52 10 138 275 274 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Get regnum()]] c0cc273b424f9ca496f1b0c1522aaf7ea27c3b63 274 2010-10-10T02:14:36Z Smith609 0 moved [[Template:Get regnum]] to [[Template:Get regnum()]]: Clarify that this is a function, not a "template" per se wikitext text/x-wiki #REDIRECT [[Template:Get regnum()]] c0cc273b424f9ca496f1b0c1522aaf7ea27c3b63 10 94 187 186 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- each line returns a null string UNLESS it's a regnum. Since only one level will be a regnum, the final output will be the name of that regnum. -->{{is reg()|{{{1}}} }}<!-- -->{{is reg()|{{t^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{{1}}} }} }}<!-- -->{{is reg()|{{t^4|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }} }} }}<!-- -->{{is reg()|{{t^16|{{{1}}} }} }}<!-- We can't continue this game indefinitely; there's a 40-deep limit on nested templates. We can avoid this by sneakily calling copies of this template: (We can't call the template itself; that'd create a loop.) Whilst we could squeeze a couple more rows in this template, we want to allow it to be used within other templates, so it's worth leaving some wriggle room. -->{{get regnum()/1|{{t^16|{{t^|{{{1}}} }} }} }}<!-- This template itself calls a deeper copy, so we can search for a regnum up to sixty levels above the input taxon. --></includeonly><noinclude>{{documentation}}</noinclude> c893192cbce470d97f33908e492b0fd038eb2074 186 2013-03-29T11:45:56Z WOSlinker 0 reduce redirects wikitext text/x-wiki <includeonly><!-- each line returns a null string UNLESS it's a regnum. Since only one level will be a regnum, the final output will be the name of that regnum. -->{{is reg()|{{{1}}} }}<!-- -->{{is reg()|{{t^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{{1}}} }} }}<!-- -->{{is reg()|{{t^4|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^^|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{{1}}} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^^|{{{1}}} }} }} }} }} }}<!-- -->{{is reg()|{{t^4|{{t^4|{{t^4|{{t^^|{{t^|{{{1}}} }} }} }} }} }} }}<!-- -->{{is reg()|{{t^16|{{{1}}} }} }}<!-- We can't continue this game indefinitely; there's a 40-deep limit on nested templates. We can avoid this by sneakily calling copies of this template: (We can't call the template itself; that'd create a loop.) Whilst we could squeeze a couple more rows in this template, we want to allow it to be used within other templates, so it's worth leaving some wriggle room. -->{{get regnum()/1|{{t^16|{{t^|{{{1}}} }} }} }}<!-- This template itself calls a deeper copy, so we can search for a regnum up to sixty levels above the input taxon. --></includeonly><noinclude>{{documentation}}</noinclude> c893192cbce470d97f33908e492b0fd038eb2074 10 95 189 188 2013-05-08T17:44:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/1 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg()|{{{1}}} }}<!-- -->{{is reg()|{{t^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^3|{{{1}}} }} }}<!-- -->{{is reg()|{{t^4|{{{1}}} }} }}<!-- -->{{is reg()|{{t^5|{{{1}}} }} }}<!-- -->{{is reg()|{{t^6|{{{1}}} }} }}<!-- -->{{is reg()|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg()|{{t^8|{{{1}}} }} }}<!-- -->{{is reg()|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^10|{{{1}}} }} }}<!-- -->{{is reg()|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^12|{{{1}}} }} }}<!-- -->{{is reg()|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^14|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^15|{{{1|Ursa}}} }} }}<!--endpadleft--> |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum()/2|{{t^15|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to level 15 taxon -- --><noinclude> {{documentation|Template:Get regnum()/doc}}</noinclude> c3dd16cdab7491ff96d52618ea42561931e71a08 188 2013-03-29T11:44:52Z WOSlinker 0 reduce redirects wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/1 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg()|{{{1}}} }}<!-- -->{{is reg()|{{t^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^^|{{{1}}} }} }}<!-- -->{{is reg()|{{t^3|{{{1}}} }} }}<!-- -->{{is reg()|{{t^4|{{{1}}} }} }}<!-- -->{{is reg()|{{t^5|{{{1}}} }} }}<!-- -->{{is reg()|{{t^6|{{{1}}} }} }}<!-- -->{{is reg()|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg()|{{t^8|{{{1}}} }} }}<!-- -->{{is reg()|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^10|{{{1}}} }} }}<!-- -->{{is reg()|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^12|{{{1}}} }} }}<!-- -->{{is reg()|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg()|{{t^14|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^15|{{{1|Ursa}}} }} }}<!--endpadleft--> |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum()/2|{{t^15|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to level 15 taxon -- --><noinclude> {{documentation|Template:Get regnum()/doc}}</noinclude> c3dd16cdab7491ff96d52618ea42561931e71a08 10 27 53 52 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/1 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^14|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^15|{{{1|Ursa}}} }} }}<!--endpadleft--> |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum/2/sandbox|{{t^15|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to level 15 taxon -- --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 39adbea13acf0b366fb318fd2493e44dcae0854b 52 2013-03-20T02:07:24Z Mr. Stradivarius 0 Mr. Stradivarius moved page [[Template:Get regnum/1/sandbox]] to [[Template:Get regnum()/1/sandbox]]: Sandbox code is for the subtemplate, not the redirect wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/1 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^14|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^15|{{{1|Ursa}}} }} }}<!--endpadleft--> |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum/2/sandbox|{{t^15|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to level 15 taxon -- --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 39adbea13acf0b366fb318fd2493e44dcae0854b 10 139 277 276 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/2 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum()/3|{{t^14|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 9350551d7ba816cf377238d68b3f0eeafbdf6425 276 2013-03-20T02:52:11Z Mr. Stradivarius 0 fix sandbox link per protected edit request wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/2 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum()/3|{{t^14|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 9350551d7ba816cf377238d68b3f0eeafbdf6425 10 28 55 54 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/2 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum/3/sandbox|{{t^14|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> ea25b202b2fe8069f7b58e17ba17c603702c7255 54 2013-03-20T02:54:05Z Mr. Stradivarius 0 Mr. Stradivarius moved page [[Template:Get regnum/2/sandbox]] to [[Template:Get regnum()/2/sandbox]]: this is a sandbox for Get regnum()/2, not Get regnum/2 wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/2 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{get regnum/3/sandbox|{{t^14|{{{1}}} }} }}<!-- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> ea25b202b2fe8069f7b58e17ba17c603702c7255 10 365 729 728 2013-05-08T17:45:58Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/3 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing-->{{ #ifeq:{{{1|xnone}}}|xnone |<font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{{1}}}". Parameter 1 must be a taxon name.</font> }}<!--endif {1}=xnone--> |<!--else found data, continue --><font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{t^14|{{{1|Ursa}}} }}".<!-- --> Taxon level above 60, cannot display.</font><!-- -- Maybe: {{get regnum()/4 |{{t^14|{{{1}}} }} }} -- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 21b68ecad98530f2559dd159655099a599b82195 728 2013-03-20T02:51:03Z Mr. Stradivarius 0 copy from [[Template:Get regnum/3/sandbox]] per protected edit request wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/3 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing-->{{ #ifeq:{{{1|xnone}}}|xnone |<font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{{1}}}". Parameter 1 must be a taxon name.</font> }}<!--endif {1}=xnone--> |<!--else found data, continue --><font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{t^14|{{{1|Ursa}}} }}".<!-- --> Taxon level above 60, cannot display.</font><!-- -- Maybe: {{get regnum()/4 |{{t^14|{{{1}}} }} }} -- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> 21b68ecad98530f2559dd159655099a599b82195 10 140 279 278 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Input: {{para|1|Taxon name}} Output: * [[Kingdom (biology)|regnum]] (or equivalent higher category), linked Calls [[Template:Is reg]] repeatedly for each taxon in a taxobox. Because that template returns a null string for all non-regna, all that remains will be the regnum. Pass this output to {{tl|Taxobox colour}} to generate colours for a taxobox. ===Examples=== *{{xpsoc|get regnum|Columbidae}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 635a6dc729d5f2ac84a2a94ba9ac7c8f9bcf62a4 278 2011-01-28T21:54:44Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Input: {{para|1|Taxon name}} Output: * [[Kingdom (biology)|regnum]] (or equivalent higher category), linked Calls [[Template:Is reg]] repeatedly for each taxon in a taxobox. Because that template returns a null string for all non-regna, all that remains will be the regnum. Pass this output to {{tl|Taxobox colour}} to generate colours for a taxobox. ===Examples=== *{{xpsoc|get regnum|Columbidae}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 635a6dc729d5f2ac84a2a94ba9ac7c8f9bcf62a4 10 300 599 598 2013-05-08T17:44:59Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- THIS IS /2 -->{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}<!-- -->{{#if:{{t^14|{{{1}}} }}|{{get regnum()/3|{{t^14|{{{1}}} }} }} }}<!-- --></includeonly><noinclude>{{documentation|Template:Get regnum/doc}}</noinclude> 91b4e1a8901645588824f1d20882fc6e8c4a9388 598 2011-01-28T15:20:22Z Smith609 0 If }}s wikitext text/x-wiki <includeonly><!-- THIS IS /2 -->{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^11|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^13|{{{1}}} }} }}<!-- -->{{#if:{{t^14|{{{1}}} }}|{{get regnum()/3|{{t^14|{{{1}}} }} }} }}<!-- --></includeonly><noinclude>{{documentation|Template:Get regnum/doc}}</noinclude> 91b4e1a8901645588824f1d20882fc6e8c4a9388 10 141 281 280 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/1/sandbox]] 130948cfef8ffe297e52751b03f865ba020faccf 280 2013-03-20T02:07:26Z Mr. Stradivarius 0 Mr. Stradivarius moved page [[Template:Get regnum/1/sandbox]] to [[Template:Get regnum()/1/sandbox]]: Sandbox code is for the subtemplate, not the redirect wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/1/sandbox]] 130948cfef8ffe297e52751b03f865ba020faccf 10 142 283 282 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/2/sandbox]] b7b3debc6a0a367218267dcc2adb36be4bd47221 282 2013-03-20T02:54:06Z Mr. Stradivarius 0 Mr. Stradivarius moved page [[Template:Get regnum/2/sandbox]] to [[Template:Get regnum()/2/sandbox]]: this is a sandbox for Get regnum()/2, not Get regnum/2 wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/2/sandbox]] b7b3debc6a0a367218267dcc2adb36be4bd47221 10 29 57 56 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/3 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing-->{{ #ifeq:{{{1|xnone}}}|xnone |<font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{{1}}}". Parameter 1 must be a taxon name.</font> }}<!--endif {1}=xnone--> |<!--else found data, continue --><font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{t^14|{{{1|Ursa}}} }}".<!-- --> Taxon level above 60, cannot display.</font><!-- -- Maybe: {{get regnum/4/sandbox |{{t^14|{{{1}}} }} }} -- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> b5f39e9e43549d1087b153b4fff816f64124cfdc 56 2012-09-05T08:42:46Z Wikid77 0 reduced to taxon level +13, as expansion depth 28; shows error message when no {1} or when taxon +14 has data, at level 60. wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum/3 - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^3|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^5|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^7|{{{1}}} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^9|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^14|{{{1}}} }} }} |<!--then no higher, do nothing-->{{ #ifeq:{{{1|xnone}}}|xnone |<font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{{1}}}". Parameter 1 must be a taxon name.</font> }}<!--endif {1}=xnone--> |<!--else found data, continue --><font color=#DD7700><!-- -->'''[[Template:Get_regnum/3|<font color=#DD7700>Get_regnum/3]]''' -<!-- --> Found taxon "{{t^14|{{{1|Ursa}}} }}".<!-- --> Taxon level above 60, cannot display.</font><!-- -- Maybe: {{get regnum/4/sandbox |{{t^14|{{{1}}} }} }} -- -->}}<!--endifeq-else "{" to {t^14}--> }}<!--endifeq-else "{" to {t^8} --><noinclude> {{documentation|Template:Get regnum/doc}}</noinclude> b5f39e9e43549d1087b153b4fff816f64124cfdc 10 143 285 284 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/doc]] e54c7881d6d00437c82bf14823847e4a0c1b0c03 284 2013-03-15T15:59:52Z Wbm1058 0 [[WP:AES|←]]Redirected page to [[Template:Get regnum()/doc]] wikitext text/x-wiki #REDIRECT [[Template:Get regnum()/doc]] e54c7881d6d00437c82bf14823847e4a0c1b0c03 10 26 51 50 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^14|{{{1}}} }} }}<!-- -->{{is reg|{{t^14|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^16|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^16|{{t^|{{{1|Homo}}} }} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -- We can't continue indefinitely due to 40-deep limit on nested templates. -- We can avoid this by calling copies of this template: -- (We can't call the template itself; that'd create a loop.) -- We could squeeze more rows in this template, but we want to allow it -- to be used within other templates, so leave some wriggle room. -->{{get regnum/1/sandbox |{{t^16|{{t^|{{{1|Homo}}} }} }} }}<!-- This template itself calls a deeper copy, so we can search for a regnum up to sixty levels above the input taxon. -->}}<!--endifeq-else "{" to level 17 -- --><noinclude> {{documentation}}</noinclude> d61f260de4afacc54feb015509dfc9ae6c4102f3 50 2012-09-05T15:49:20Z Wikid77 0 closed if-structure for taxon 8, before check for taxon 17, to reduce depth by 1 to "21" levels. wikitext text/x-wiki <noinclude><!-- -============================================================================= - Get_regnum - Get name of regnum taxon for parameter 1 taxon -============================================================================= -- -- Each line returns a null string UNLESS it's a regnum. Since only one -- level will be a regnum, the final output will be the name of that regnum. --> </noinclude>{{is reg|{{{1}}} }}<!-- -->{{is reg|{{t^|{{{1}}} }} }}<!-- -->{{is reg|{{t^^|{{{1}}} }} }}<!-- -->{{is reg|{{t^|{{t^^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^4|{{{1}}} }} }}<!-- -->{{is reg|{{t^4|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^6|{{{1}}} }} }}<!-- -->{{is reg|{{t^6|{{t^|{{{1}}} }} }} }}{{ #ifeq:{|{{padleft:|1|{{t^8|{{{1|Acacia}}} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -->{{is reg|{{t^8|{{{1}}} }} }}<!-- -->{{is reg|{{t^8|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^10|{{{1}}} }} }}<!-- -->{{is reg|{{t^10|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^12|{{{1}}} }} }}<!-- -->{{is reg|{{t^12|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^14|{{{1}}} }} }}<!-- -->{{is reg|{{t^14|{{t^|{{{1}}} }} }} }}<!-- -->{{is reg|{{t^16|{{{1}}} }} }} }}<!--endifeq-else "{" to {t^8}-->{{ #ifeq:{|{{padleft:|1|{{t^16|{{t^|{{{1|Homo}}} }} }} }} |<!--then no higher, do nothing--> |<!--else found data, continue -- -- We can't continue indefinitely due to 40-deep limit on nested templates. -- We can avoid this by calling copies of this template: -- (We can't call the template itself; that'd create a loop.) -- We could squeeze more rows in this template, but we want to allow it -- to be used within other templates, so leave some wriggle room. -->{{get regnum/1/sandbox |{{t^16|{{t^|{{{1|Homo}}} }} }} }}<!-- This template itself calls a deeper copy, so we can search for a regnum up to sixty levels above the input taxon. -->}}<!--endifeq-else "{" to level 17 -- --><noinclude> {{documentation}}</noinclude> d61f260de4afacc54feb015509dfc9ae6c4102f3 10 414 827 826 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <div class="dablink">{{{1}}}</div><noinclude> {{documentation}} </noinclude> 152ff796b67a2dabd2c9acd97f8b3e61eb52b73a 826 2011-09-13T14:42:30Z GTBacchus 0 moved [[Template:Dablink]] to [[Template:Hatnote]] over redirect: per move request; see talk page wikitext text/x-wiki <div class="dablink">{{{1}}}</div><noinclude> {{documentation}} </noinclude> 152ff796b67a2dabd2c9acd97f8b3e61eb52b73a 10 24 47 46 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Noitalic|×}}<noinclude> This template is designed for instances where the hybrid cross cannot be displayed next to a taxon correctly due to preformatting in the taxobox. [[Category:Taxobox templates]] </noinclude> a1c3c293eb38eed071bb5ccfed81b4cf4aafd208 46 2012-07-28T16:18:36Z DH85868993 0 +cat wikitext text/x-wiki {{Noitalic|×}}<noinclude> This template is designed for instances where the hybrid cross cannot be displayed next to a taxon correctly due to preformatting in the taxobox. [[Category:Taxobox templates]] </noinclude> a1c3c293eb38eed071bb5ccfed81b4cf4aafd208 10 350 699 698 2013-05-08T17:45:53Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><div style='display:none; visibility:hidden'>{{Taxobox/taxon}}<!-- This template has to be "warmed up" before it can be used, for some reason --></div><!-- This template sends parameters to taxobox/core, which generates the output HTML. Most parameters are just passed directly; interesting ones are noted with a comment. -->{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}}<!-- | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} NAME : Works out whether the name should be italicized (think genera, species, etc); if so, passes the appropriately italicized result. There should be no punctuation in the "name" parameter, which is intended only for cases where the taxobox name does not match that displayed or linked to by the taxon in question. Italics are generated automatically. ITALIC_NAME : This parameter is still supported (just in case), but shows up in Category:Automatic taxobox cleanup because the template ''should'' be able to italicize things itself in all cases. --> | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_ichnogenus = {{{type_ichnogenus|{{{type ichnogenus|}}}}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|{{{type ichnogenus authority|}}}}}} | type_ichnospecies = {{{type_ichnospecies|{{{type ichnospecies|}}}}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|{{{type ichnospecies authority|}}}}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|rank}} }} }}} }}} | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-ichnos taxa-- i.e., taxa from the tree of life and/or Veterovata --> | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</includeonly><noinclude>{{documentation}}[[Category:Biology infobox templates]]</noinclude> 310c71c5c5191f5215db6d1f21042ffc7ed4b605 698 2011-10-22T00:39:34Z Anomie 0 Changed protection level of Template:Ichnobox: Cascading protection here manages to protect nothing except its own documentation subpage, as anything of actual interest is wrapped in <includeonly> ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly><div style='display:none; visibility:hidden'>{{Taxobox/taxon}}<!-- This template has to be "warmed up" before it can be used, for some reason --></div><!-- This template sends parameters to taxobox/core, which generates the output HTML. Most parameters are just passed directly; interesting ones are noted with a comment. -->{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}}<!-- | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} NAME : Works out whether the name should be italicized (think genera, species, etc); if so, passes the appropriately italicized result. There should be no punctuation in the "name" parameter, which is intended only for cases where the taxobox name does not match that displayed or linked to by the taxon in question. Italics are generated automatically. ITALIC_NAME : This parameter is still supported (just in case), but shows up in Category:Automatic taxobox cleanup because the template ''should'' be able to italicize things itself in all cases. --> | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_ichnogenus = {{{type_ichnogenus|{{{type ichnogenus|}}}}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|{{{type ichnogenus authority|}}}}}} | type_ichnospecies = {{{type_ichnospecies|{{{type ichnospecies|}}}}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|{{{type ichnospecies authority|}}}}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|rank}} }} }}} }}} | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-ichnos taxa-- i.e., taxa from the tree of life and/or Veterovata --> | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</includeonly><noinclude>{{documentation}}[[Category:Biology infobox templates]]</noinclude> 310c71c5c5191f5215db6d1f21042ffc7ed4b605 10 241 481 480 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === [[Template:Oobox]] [[Template:Taxobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> b70520166ee5752b6386a7b5fcd4c90dfc4cac9c 480 2011-01-28T22:14:07Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === [[Template:Oobox]] [[Template:Taxobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> b70520166ee5752b6386a7b5fcd4c90dfc4cac9c 10 34 67 66 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Ichnobox - Generate right-side infobox of ichno data -================================================================== -- -- OMIT peculiar "warmup" template ... <div style='display:none; visibility:hidden'>{{Taxobox/taxon|Agrestipus}}<!-- This template has to be "warmed up" before it can be used, for some reason --><!-- </div><!-- -- This template sends parameters to taxobox/core, which generates -- the output HTML. Most parameters are just passed directly; -- some are noted with a comment. --></noinclude>{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<includeonly>{{PAGENAME}}</includeonly><noinclude>Agrestipus</noinclude>|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}}<!-- | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} NAME : Works out whether the name should be italicized (think genera, species, etc); if so, passes the appropriately italicized result. There should be no punctuation in the "name" parameter, which is intended only for cases where the taxobox name does not match that displayed or linked to by the taxon in question. Italics are generated automatically. ITALIC_NAME : This parameter is still supported (just in case), but shows up in Category:Automatic taxobox cleanup because the template ''should'' be able to italicize things itself in all cases. --> | name = {{{italic name|{{{name|}}} }}}{{ #ifeq:'|{{padleft:|1|{{{italic name|{{{name|}}} }}} }} |{{DISPLAYTITLE:{{{italic name|{{{name|}}}}}} }} }}<!-- -------------------------------------------- ( Omit this stuff... ) {{#ifeq:'|{{padleft:|1|'{{{name}}} }}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_ichnogenus = {{{type_ichnogenus|{{{type ichnogenus|}}}}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|{{{type ichnogenus authority|}}}}}} | type_ichnospecies = {{{type_ichnospecies|{{{type ichnospecies|}}}}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|{{{type ichnospecies authority|}}}}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-ichnos taxa-- i.e., taxa from the tree of life and/or Veterovata --> | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> 027fc01891b4a4026648c08c4680b06070b7d45c 66 2012-11-04T20:58:44Z Wikid77 0 added top noinclude'd comments; omitted call to "warmup" template. wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Ichnobox - Generate right-side infobox of ichno data -================================================================== -- -- OMIT peculiar "warmup" template ... <div style='display:none; visibility:hidden'>{{Taxobox/taxon|Agrestipus}}<!-- This template has to be "warmed up" before it can be used, for some reason --><!-- </div><!-- -- This template sends parameters to taxobox/core, which generates -- the output HTML. Most parameters are just passed directly; -- some are noted with a comment. --></noinclude>{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<includeonly>{{PAGENAME}}</includeonly><noinclude>Agrestipus</noinclude>|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}}<!-- | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} NAME : Works out whether the name should be italicized (think genera, species, etc); if so, passes the appropriately italicized result. There should be no punctuation in the "name" parameter, which is intended only for cases where the taxobox name does not match that displayed or linked to by the taxon in question. Italics are generated automatically. ITALIC_NAME : This parameter is still supported (just in case), but shows up in Category:Automatic taxobox cleanup because the template ''should'' be able to italicize things itself in all cases. --> | name = {{{italic name|{{{name|}}} }}}{{ #ifeq:'|{{padleft:|1|{{{italic name|{{{name|}}} }}} }} |{{DISPLAYTITLE:{{{italic name|{{{name|}}}}}} }} }}<!-- -------------------------------------------- ( Omit this stuff... ) {{#ifeq:'|{{padleft:|1|'{{{name}}} }}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_ichnogenus = {{{type_ichnogenus|{{{type ichnogenus|}}}}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|{{{type ichnogenus authority|}}}}}} | type_ichnospecies = {{{type_ichnospecies|{{{type ichnospecies|}}}}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|{{{type ichnospecies authority|}}}}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}} | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-ichnos taxa-- i.e., taxa from the tree of life and/or Veterovata --> | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> 027fc01891b4a4026648c08c4680b06070b7d45c 10 38 75 74 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Ichnobox/short - Show shorter infobox of ichno data -================================================================== -- -- This template sends parameters to taxobox/core, which generates -- the output HTML. Most parameters are just passed directly; -- some are noted with a comment. -- --></noinclude>{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<noinclude><!-- -- -- fossil range: If the specified fossil range is a period supported -- by templates {period start} and {next period}, then incorporate -- the specified range into Template:Fossil_range, having checked to -- display correctly. Otherwise, just pass on the stated parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{fossil_range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{fossil_range|}}} }}} }}|{{{temporal_range|{{{fossil_range|}}} }}}|{{geological range|{{{temporal_range|{{{fossil_range|}}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<includeonly>{{PAGENAME}}</includeonly><noinclude>Agrestipus</noinclude>|}}}|{{{1|}}} }}<!-- -- display_parents: Number of immediate parents to display. -- Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority, parent_authority (etc.): In format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent_authority|}}} | grandparent_authority = {{{grandparent_authority|}}} | greatgrandparent_authority = {{{greatgrandparent_authority|}}}<noinclude><!-- -- name: Works out whether the name should be italicized (as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --></noinclude> | name = {{{italic name|{{{name|}}} }}}{{ #ifeq:'|{{padleft:|1|{{{italic name|{{{name|}}} }}} }} |{{DISPLAYTITLE:{{{italic name|{{{name|}}}}}} }} }}<!-- -------------------------------------------- ( Omit this stuff... ) {{#ifeq:'|{{padleft:|1|'{{{name}}} }}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- colour: (Note UK spelling here) Generated by {Taxobox_colour}, -- a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image alt|}}} | image_caption = {{{image caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|}}} | image2_alt = {{{image2 alt|}}} | image2_caption = {{{image2 caption|}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|}}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|}}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|}}} | type_ichnogenus = {{{type_ichnogenus|}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|}}} | type_ichnospecies = {{{type_ichnospecies|}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|}}} | subdivision = {{{subdivision|}}} <noinclude><!-- -- -- subdivision: Can be overridden. If not, "display_children" will -- include a list from Taxobot. Passing "depth=display children" -- determines the level of nesting; note the option "2 collapse". -- If in main/talkspace, the list will be generated using -- templates "Auto taxon list {{{display children}}}". Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display_children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display_children|}}} }} }} }}}<!-- -- -- subdivision_ranks: Displayed above the subdivision, and -- generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} | possible_subdivision = {{{possible_subdivision|}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|}}}<!-- -- -- possible_subdivision_ranks: Displayed below the known -- subdivisions; this should be reserved for non-ichnos taxa, i.e., -- for taxa from the tree of life and/or Veterovata. --> | range_map = {{{range_map|}}} | range_map_width = {{{range_map_width|}}} | range_map_alt = {{{range_map_alt|}}} | range_map_caption = {{{range_map_caption|}}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2_authority|}}} | range_map2 = {{{range_map2|}}} | range_map2_width = {{{range_map2_width|}}} | range_map2_alt = {{{range_map2_alt|}}} | range_map2_caption = {{{range_map2_caption|}}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3_authority|}}} | range_map3 = {{{range_map3|}}} | range_map3_width = {{{range_map3_width|}}} | range_map3_alt = {{{range_map3_alt|}}} | range_map3_caption = {{{range_map3_caption|}}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4_authority|}}} | range_map4 = {{{range_map4|}}} | range_map4_width = {{{range_map4_width|}}} | range_map4_alt = {{{range_map4_alt|}}} | range_map4_caption = {{{range_map4_caption|}}} | synonyms_ref = {{{synonyms_ref|}}} | synonyms = {{{synonyms|}}} }}<noinclude> {{clear}} {{documentation|Template:Ichnobox/doc}} [[Category:Biology infobox templates]]</noinclude> 8c6c2a486815e77508e79673c40928af1347590b 74 2012-11-07T18:19:22Z Wikid77 0 removed outer <table> around infobox wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Ichnobox/short - Show shorter infobox of ichno data -================================================================== -- -- This template sends parameters to taxobox/core, which generates -- the output HTML. Most parameters are just passed directly; -- some are noted with a comment. -- --></noinclude>{{Taxobox/core | edit link = {{{edit link|e}}} | ichnos = true<noinclude><!-- -- -- fossil range: If the specified fossil range is a period supported -- by templates {period start} and {next period}, then incorporate -- the specified range into Template:Fossil_range, having checked to -- display correctly. Otherwise, just pass on the stated parameter. --></noinclude> | temporal_range = {{#if:{{{temporal_range|{{{fossil_range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{fossil_range|}}} }}} }}|{{{temporal_range|{{{fossil_range|}}} }}}|{{geological range|{{{temporal_range|{{{fossil_range|}}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }}<!-- -- parent: this parameter should be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|<includeonly>{{PAGENAME}}</includeonly><noinclude>Agrestipus</noinclude>|}}}|{{{1|}}} }}<!-- -- display_parents: Number of immediate parents to display. -- Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority, parent_authority (etc.): In format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent_authority|}}} | grandparent_authority = {{{grandparent_authority|}}} | greatgrandparent_authority = {{{greatgrandparent_authority|}}}<noinclude><!-- -- name: Works out whether the name should be italicized (as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --></noinclude> | name = {{{italic name|{{{name|}}} }}}{{ #ifeq:'|{{padleft:|1|{{{italic name|{{{name|}}} }}} }} |{{DISPLAYTITLE:{{{italic name|{{{name|}}}}}} }} }}<!-- -------------------------------------------- ( Omit this stuff... ) {{#ifeq:'|{{padleft:|1|'{{{name}}} }}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- colour: (Note UK spelling here) Generated by {Taxobox_colour}, -- a switch-template that should be fed the taxon name. --> | colour = rgb(221, 165, 127) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image alt|}}} | image_caption = {{{image caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|}}} | image2_alt = {{{image2 alt|}}} | image2_caption = {{{image2 caption|}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|}}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|}}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|}}} | type_ichnogenus = {{{type_ichnogenus|}}} | type_ichnogenus_authority = {{{type_ichnogenus_authority|}}} | type_ichnospecies = {{{type_ichnospecies|}}} | type_ichnospecies_authority = {{{type_ichnospecies_authority|}}} | subdivision = {{{subdivision|}}} <noinclude><!-- -- -- subdivision: Can be overridden. If not, "display_children" will -- include a list from Taxobot. Passing "depth=display children" -- determines the level of nesting; note the option "2 collapse". -- If in main/talkspace, the list will be generated using -- templates "Auto taxon list {{{display children}}}". Otherwise, -- "auto" is replaced with "edit", to allow editable lists, e.g. -- at template:taxonomy/xxx). --></noinclude> | subdivision = {{{subdivision|{{#if:{{{display_children|}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display_children|}}} }} }} }}}<!-- -- -- subdivision_ranks: Displayed above the subdivision, and -- generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} | possible_subdivision = {{{possible_subdivision|}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|}}}<!-- -- -- possible_subdivision_ranks: Displayed below the known -- subdivisions; this should be reserved for non-ichnos taxa, i.e., -- for taxa from the tree of life and/or Veterovata. --> | range_map = {{{range_map|}}} | range_map_width = {{{range_map_width|}}} | range_map_alt = {{{range_map_alt|}}} | range_map_caption = {{{range_map_caption|}}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2_authority|}}} | range_map2 = {{{range_map2|}}} | range_map2_width = {{{range_map2_width|}}} | range_map2_alt = {{{range_map2_alt|}}} | range_map2_caption = {{{range_map2_caption|}}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3_authority|}}} | range_map3 = {{{range_map3|}}} | range_map3_width = {{{range_map3_width|}}} | range_map3_alt = {{{range_map3_alt|}}} | range_map3_caption = {{{range_map3_caption|}}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4_authority|}}} | range_map4 = {{{range_map4|}}} | range_map4_width = {{{range_map4_width|}}} | range_map4_alt = {{{range_map4_alt|}}} | range_map4_caption = {{{range_map4_caption|}}} | synonyms_ref = {{{synonyms_ref|}}} | synonyms = {{{synonyms|}}} }}<noinclude> {{clear}} {{documentation|Template:Ichnobox/doc}} [[Category:Biology infobox templates]]</noinclude> 8c6c2a486815e77508e79673c40928af1347590b 10 415 829 828 2013-05-08T17:46:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#ifeq:{{{align|right}}}|center|<div class="center">|}}<div class="thumb {{#switch: {{{align|right}}} | right=tright | left=tleft | center=tnone | none=tnone | tright}}"><div class="thumbinner" style="{{#if:{{{width|}}}|width:{{#expr:{{{width}}}+2}}px;}}">{{#ifeq: {{{pos|bottom}}} | bottom |<div class="thumbimage" style="{{#if:{{{width|}}}|width:{{{width}}}px;}}">{{{content}}}</div>|}}<div class="thumbcaption">{{#if: {{{link|}}} | <div class="magnify" style="float:right">{{{linkoverride|[[:{{{link}}}|info]]}}}</div> |}}{{{caption|}}}</div>{{#ifeq: {{{pos|bottom}}} | top | <div class="thumbimage" style="{{#if:{{{width|}}}|width:{{{width}}}px;}}">{{{content}}}</div> |}}</div></div>{{#ifeq:{{{align|right}}}|center|</div>|}}</includeonly><noinclude>{{doc}}</noinclude> 527edc2827e76d0b66570b9e6765b309c371f782 828 2011-12-17T23:40:57Z WikiPuppies 0 Reverted edits by [[Special:Contributions/Mitchthesmell|Mitchthesmell]] ([[User talk:Mitchthesmell|talk]]) unexplained blanking of page ([[WP:HG|HG]]) wikitext text/x-wiki <includeonly>{{#ifeq:{{{align|right}}}|center|<div class="center">|}}<div class="thumb {{#switch: {{{align|right}}} | right=tright | left=tleft | center=tnone | none=tnone | tright}}"><div class="thumbinner" style="{{#if:{{{width|}}}|width:{{#expr:{{{width}}}+2}}px;}}">{{#ifeq: {{{pos|bottom}}} | bottom |<div class="thumbimage" style="{{#if:{{{width|}}}|width:{{{width}}}px;}}">{{{content}}}</div>|}}<div class="thumbcaption">{{#if: {{{link|}}} | <div class="magnify" style="float:right">{{{linkoverride|[[:{{{link}}}|info]]}}}</div> |}}{{{caption|}}}</div>{{#ifeq: {{{pos|bottom}}} | top | <div class="thumbimage" style="{{#if:{{{width|}}}|width:{{{width}}}px;}}">{{{content}}}</div> |}}</div></div>{{#ifeq:{{{align|right}}}|center|</div>|}}</includeonly><noinclude>{{doc}}</noinclude> 527edc2827e76d0b66570b9e6765b309c371f782 10 367 733 732 2013-05-08T17:45:58Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxon variant {{{machine code}}} | same as = Incertae sedis | parent = {{{parent|}}} | rank = {{{rank|{{get child rank|{{{parent|<noinclude>clade</noinclude>}}} }} }}} | always_display = {{{always_display}}} }}<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 8b0b1fb845d9e6347e2c55af33fc07094c69442e 732 2012-04-27T07:24:10Z Stemonitis 0 add <noinclude> parameter to prevent listing in cleanup cat. wikitext text/x-wiki {{taxon variant {{{machine code}}} | same as = Incertae sedis | parent = {{{parent|}}} | rank = {{{rank|{{get child rank|{{{parent|<noinclude>clade</noinclude>}}} }} }}} | always_display = {{{always_display}}} }}<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 8b0b1fb845d9e6347e2c55af33fc07094c69442e 10 23 45 44 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <small>(Incomplete list, {{edit/sandbox||please expand|section=0}})</small><noinclude> {{documentation}} </noinclude> e0caae98c921636f45d3eddcca3beb6c01362228 44 2010-11-13T01:04:09Z Smith609 0 <small>(Incomplete list, {{edit/sandbox||please expand|section=0}})</small> wikitext text/x-wiki <small>(Incomplete list, {{edit/sandbox||please expand|section=0}})</small><noinclude> {{documentation}} </noinclude> e0caae98c921636f45d3eddcca3beb6c01362228 10 137 273 272 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Puts a "please expand" link in incomplete taxonomy lists. Called by [[Template:Species list/core]] and [[Template:Nested taxon list]]. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 1f12e25c6f020b9fce3b55ffe92e2d4a2c5b9782 272 2012-07-19T19:49:52Z Frietjes 0 wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Puts a "please expand" link in incomplete taxonomy lists. Called by [[Template:Species list/core]] and [[Template:Nested taxon list]]. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 1f12e25c6f020b9fce3b55ffe92e2d4a2c5b9782 10 43 85 84 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {| class="infobox" style="text-align: center; width: 22em" ! colspan=2 {{!}} Measurements {{!}}- {{#if: {{{pop|{{{pop1|}}}}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop|{{{pop1|}}}}}} {{!}}- }} {{#if: {{{data1|}}}| {{!}} colspan=2 {{!}} {{{data1}}} {{!}}- }} {{#if: {{{pop2|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop2}}} {{!}}- }} {{#if: {{{data2|}}}| {{!}} colspan=2 {{!}} {{{data2}}} {{!}}- }} {{#if: {{{pop3|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop3}}} {{!}}- }} {{#if: {{{data3|}}}| {{!}} colspan=2 {{!}} {{{data3}}} {{!}}- }} {{#if: {{{pop4|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop4}}} {{!}}- }} {{#if: {{{data4|}}}| {{!}} colspan=2 {{!}} {{{data4}}} {{!}}- }} |}<noinclude>{{documentation}}</noinclude> 055019edbe28c1a395ba8c7cc41cc2ef6023d46e 84 2013-03-07T17:20:39Z SMcCandlish 0 SMcCandlish moved page [[Template:Template:Infobox bird]] to [[Template:Infobox bird]]: whoops wikitext text/x-wiki {| class="infobox" style="text-align: center; width: 22em" ! colspan=2 {{!}} Measurements {{!}}- {{#if: {{{pop|{{{pop1|}}}}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop|{{{pop1|}}}}}} {{!}}- }} {{#if: {{{data1|}}}| {{!}} colspan=2 {{!}} {{{data1}}} {{!}}- }} {{#if: {{{pop2|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop2}}} {{!}}- }} {{#if: {{{data2|}}}| {{!}} colspan=2 {{!}} {{{data2}}} {{!}}- }} {{#if: {{{pop3|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop3}}} {{!}}- }} {{#if: {{{data3|}}}| {{!}} colspan=2 {{!}} {{{data3}}} {{!}}- }} {{#if: {{{pop4|}}}| ! colspan=2 style="background-color: #aaa" {{!}} {{{pop4}}} {{!}}- }} {{#if: {{{data4|}}}| {{!}} colspan=2 {{!}} {{{data4}}} {{!}}- }} |}<noinclude>{{documentation}}</noinclude> 055019edbe28c1a395ba8c7cc41cc2ef6023d46e 10 280 559 558 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki <br /> |- !{{{part|}}} !{{#switch:{{{sex|}}}|m=[[File:Male black symbol.svg|12 px]]|f=[[File:Female black symbol.svg|10 px]]}} !{{#ifeq:?|{{{measurement}}}|?|<!-- -- Else, if not a ? -- If hyphen is present, display a converted range, by isolating each -- number by multiplying the other number by 0 & reversing negative. -->{{#ifexpr:{{{hyphenposition|3}}} > 0 |{{convert|{{#expr: {{{measurement|85-89}}}*0}} |-|{{#expr: -( 0*{{{measurement|85-89}}} ) }}|{{{unit|mm}}}|{{#switch:{{{unit|mm}}} |in=mm|cm=in|mm=in|m=yd|yd=m|lb=kg|kg=lb|g=oz|oz=g }}|abbr=on|1}}<!-- If no hyphen, display a converted number -->|{{convert|{{{measurement}}}|{{{unit}}}|{{#switch:{{{unit}}}|in=mm|cm=in|mm=in|m=yd|yd=m|lb=kg|kg=lb|g=oz|oz=g}}|abbr=on|sigfig=2}} }} }} 739b4c3bdaae8189a803a4f3189d244c8e72bba5 558 2013-03-07T19:13:21Z SMcCandlish 0 SMcCandlish moved page [[Template:Birdbox/cell]] to [[Template:Infobox bird/cell]]: moving along with main template page wikitext text/x-wiki <br /> |- !{{{part|}}} !{{#switch:{{{sex|}}}|m=[[File:Male black symbol.svg|12 px]]|f=[[File:Female black symbol.svg|10 px]]}} !{{#ifeq:?|{{{measurement}}}|?|<!-- -- Else, if not a ? -- If hyphen is present, display a converted range, by isolating each -- number by multiplying the other number by 0 & reversing negative. -->{{#ifexpr:{{{hyphenposition|3}}} > 0 |{{convert|{{#expr: {{{measurement|85-89}}}*0}} |-|{{#expr: -( 0*{{{measurement|85-89}}} ) }}|{{{unit|mm}}}|{{#switch:{{{unit|mm}}} |in=mm|cm=in|mm=in|m=yd|yd=m|lb=kg|kg=lb|g=oz|oz=g }}|abbr=on|1}}<!-- If no hyphen, display a converted number -->|{{convert|{{{measurement}}}|{{{unit}}}|{{#switch:{{{unit}}}|in=mm|cm=in|mm=in|m=yd|yd=m|lb=kg|kg=lb|g=oz|oz=g}}|abbr=on|sigfig=2}} }} }} 739b4c3bdaae8189a803a4f3189d244c8e72bba5 10 281 561 560 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki The infobox can be used to display [[Bird measurement|avian measurements]]. An infobox is placed below the taxobox. Here is a sample: {{Infobox bird| |pop1=Northern population<ref>Birds of ...</ref> |data1={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=110-200 |culmen=100 |wing=100-200 |tail=100-200 |tarsus=100-200 }} |pop2=Nominate |data2={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=120-200 |culmenm=130-200 |culmenf=100-200 |wingm=140-200 |wingf=100-200 |tailm=150-200 |tailf=100-200 |tarsusm=150-200 |tarsusf=100-200 }} }} <pre>{{Infobox bird| |pop1=Northern population |data1={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=110-200 |culmen=100 |wing=100-200 |tail=100-200 |tarsus=100-200 }} |pop2=Nominate |data2={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=120-200 |culmenm=130-200 |culmenf=100-200 |wingm=140-200 |wingf=100-200 |tailm=150-200 |tailf=100-200 |tarsusm=150-200 |tarsusf=100-200 }} }}</pre> ;References {{reflist}} ==Parameters== The infobox supports up to 4 populations, each having its own pop and data parameter. The data parameter should be filled in with {{tl|Infobox bird/population}} and its respective data. Each {{tl|Infobox bird/population}} should have the {{para|unit}} parameter filled in. Examples: *{{para|unit|in}} (displays inches and millimetres) *{{para|unit|mm}} (displays millimetres and inches) *{{para|unit|cm}} (displays centimetres and inches) The {{tl|Infobox bird/population}} has several optional parameters, including all of the following: *{{para|length}} *{{para|culmen}} *{{para|head}} (bill-tip to back of skull) *{{para|wing}} *{{para|wingspan}} *{{para|tail}} *{{para|tarsus}} *{{para|foot}} (tarsus + longest toe used mainly for cranes and bustards} *{{para|weight}} (requires {{para|massunit}} to be used, which accepts "lb", "kg", "g", or "oz") All of these parameters are designed to accept either a number or two numbers with a hyphen in the middle. Examples: *{{para|length|30}} *{{para|length|100-200}} *{{para|weight|40}}{{para|massunit|oz}} If a measurement is gender-specific, you can specify the gender by adding "m" or "f" to the parameter name, as in {{para|lengthm}}. ==Known issues== The infobox should NEVER be nested within a transcluded template. The expansion depth is large, due to the nesting of {{tl|convert}} and some string manipulators. If such a nested transclusion ''must'' be made, be sure not to include hyphenated ranges, as they will assuredly break. ==You can make this template better!== That's right-- if you feel like improving the infobox, one place to start is by reducing the nested function calls in {{tl|convert}}, or by creating a lightweight version for use with the infobox. <includeonly> <!-- place category and language links here --> [[Category:Animal infobox templates]] [[Category:taxobox templates]] </includeonly> 2985d1c83683c93d5993358365422c76b421b74d 560 2013-03-07T17:24:54Z SMcCandlish 0 post-move update wikitext text/x-wiki The infobox can be used to display [[Bird measurement|avian measurements]]. An infobox is placed below the taxobox. Here is a sample: {{Infobox bird| |pop1=Northern population<ref>Birds of ...</ref> |data1={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=110-200 |culmen=100 |wing=100-200 |tail=100-200 |tarsus=100-200 }} |pop2=Nominate |data2={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=120-200 |culmenm=130-200 |culmenf=100-200 |wingm=140-200 |wingf=100-200 |tailm=150-200 |tailf=100-200 |tarsusm=150-200 |tarsusf=100-200 }} }} <pre>{{Infobox bird| |pop1=Northern population |data1={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=110-200 |culmen=100 |wing=100-200 |tail=100-200 |tarsus=100-200 }} |pop2=Nominate |data2={{Infobox bird/population |unit=mm |lengthm=100-200 |lengthf=120-200 |culmenm=130-200 |culmenf=100-200 |wingm=140-200 |wingf=100-200 |tailm=150-200 |tailf=100-200 |tarsusm=150-200 |tarsusf=100-200 }} }}</pre> ;References {{reflist}} ==Parameters== The infobox supports up to 4 populations, each having its own pop and data parameter. The data parameter should be filled in with {{tl|Infobox bird/population}} and its respective data. Each {{tl|Infobox bird/population}} should have the {{para|unit}} parameter filled in. Examples: *{{para|unit|in}} (displays inches and millimetres) *{{para|unit|mm}} (displays millimetres and inches) *{{para|unit|cm}} (displays centimetres and inches) The {{tl|Infobox bird/population}} has several optional parameters, including all of the following: *{{para|length}} *{{para|culmen}} *{{para|head}} (bill-tip to back of skull) *{{para|wing}} *{{para|wingspan}} *{{para|tail}} *{{para|tarsus}} *{{para|foot}} (tarsus + longest toe used mainly for cranes and bustards} *{{para|weight}} (requires {{para|massunit}} to be used, which accepts "lb", "kg", "g", or "oz") All of these parameters are designed to accept either a number or two numbers with a hyphen in the middle. Examples: *{{para|length|30}} *{{para|length|100-200}} *{{para|weight|40}}{{para|massunit|oz}} If a measurement is gender-specific, you can specify the gender by adding "m" or "f" to the parameter name, as in {{para|lengthm}}. ==Known issues== The infobox should NEVER be nested within a transcluded template. The expansion depth is large, due to the nesting of {{tl|convert}} and some string manipulators. If such a nested transclusion ''must'' be made, be sure not to include hyphenated ranges, as they will assuredly break. ==You can make this template better!== That's right-- if you feel like improving the infobox, one place to start is by reducing the nested function calls in {{tl|convert}}, or by creating a lightweight version for use with the infobox. <includeonly> <!-- place category and language links here --> [[Category:Animal infobox templates]] [[Category:taxobox templates]] </includeonly> 2985d1c83683c93d5993358365422c76b421b74d 10 282 563 562 2013-05-08T17:44:42Z Acwebadmin 1 1 revision wikitext text/x-wiki {| class="wikitable"<!-- LENGTH -->{{#if:{{{length|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{length|}}}|-|1}}|unit={{{unit|}}} |part=[[Length]] |measurement={{{length}}}}}}}{{#if:{{{lengthm|{{{lengthf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{lengthm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Length|Length]] |sex=m |measurement={{{lengthm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{lengthf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{lengthf|?}}}}}}}<!-- CULMEN -->{{#if:{{{culmen|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{culmen|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Culmen|Culmen]] |measurement={{{culmen}}}}}}}{{#if:{{{culmenm|{{{culmenf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{culmenm|}}}|-|1}} |unit={{{unit|}}} |part=[[Culmen (bird)|Culmen]] |sex=m |measurement={{{culmenm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{culmenf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{culmenf|?}}}}}}}<!-- WING -->{{#if:{{{wing|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{wing|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wing|Wing]] |measurement={{{wing}}}}}}}{{#if:{{{wingm|{{{wingf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wing|Wing]] |sex=m |measurement={{{wingm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{wingf|?}}}}}}}<!-- WINGSPAN -->{{#if:{{{wingspan|}}} |{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspan|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wingspan|Wingspan]] |measurement={{{length}}}}}}}{{#if:{{{wingspanm|{{{wingspanf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspanm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wingspan|Wingspan]] |sex=m |measurement={{{wingspanm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspanf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{wingspanf|?}}}}}}}<!-- TAIL -->{{#if:{{{tail|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{tail|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tail|Tail]] |measurement={{{tail}}}}}}}{{#if:{{{tailm|{{{tailf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tailm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tail|Tail]] |sex=m |measurement={{{tailm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tailf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{tailf|?}}}}}}}<!-- HEAD - for head and bill combined -->{{#if:{{{head|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{head|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Head|Head]] |measurement={{{head}}}}}}}{{#if:{{{headm|{{{headf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{headm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Head|Head]] |sex=m |measurement={{{headm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{headf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{headf|?}}}}}}}<!-- TARSUS -->{{#if:{{{tarsus|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsus|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tarsus|Tarsus]] |measurement={{{tarsus}}}}}}}{{#if:{{{tarsusm|{{{tarsusf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsusm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tarsus|Tarsus]] |sex=m |measurement={{{tarsusm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsusf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{tarsusf|?}}}}}}}<!-- FOOT -->{{#if:{{{foot|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{foot|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Foot|Foot]] |measurement={{{foot}}}}}}}{{#if:{{{footm|{{{footf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{footm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Foot|Foot]] |sex=m |measurement={{{footm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{footf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{footf|?}}}}}}}<!-- WEIGHT -->{{#if:{{{weight|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{weight|}}}|-|1}} |unit={{{massunit|}}} |part=[[Bird measurement#Weight|Weight]] |measurement={{{weight}}}}}}}{{#if:{{{weightm|{{{weightf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{weightm|}}}|-|1}} |unit={{{massunit|}}} |part=[[Bird measurement#Weight|Weight]] |sex=m |measurement={{{weightm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{weightf|}}}|-|1}} |unit={{{massunit|}}} |sex=f |measurement={{{weightf|?}}}}}}} |} f35dac7f75a88f0c1711e248579395af548369a3 562 2013-03-07T17:22:38Z SMcCandlish 0 SMcCandlish moved page [[Template:Birdbox/population]] to [[Template:Infobox bird/population]]: following main template page move wikitext text/x-wiki {| class="wikitable"<!-- LENGTH -->{{#if:{{{length|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{length|}}}|-|1}}|unit={{{unit|}}} |part=[[Length]] |measurement={{{length}}}}}}}{{#if:{{{lengthm|{{{lengthf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{lengthm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Length|Length]] |sex=m |measurement={{{lengthm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{lengthf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{lengthf|?}}}}}}}<!-- CULMEN -->{{#if:{{{culmen|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{culmen|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Culmen|Culmen]] |measurement={{{culmen}}}}}}}{{#if:{{{culmenm|{{{culmenf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{culmenm|}}}|-|1}} |unit={{{unit|}}} |part=[[Culmen (bird)|Culmen]] |sex=m |measurement={{{culmenm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{culmenf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{culmenf|?}}}}}}}<!-- WING -->{{#if:{{{wing|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{wing|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wing|Wing]] |measurement={{{wing}}}}}}}{{#if:{{{wingm|{{{wingf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wing|Wing]] |sex=m |measurement={{{wingm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{wingf|?}}}}}}}<!-- WINGSPAN -->{{#if:{{{wingspan|}}} |{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspan|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wingspan|Wingspan]] |measurement={{{length}}}}}}}{{#if:{{{wingspanm|{{{wingspanf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspanm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Wingspan|Wingspan]] |sex=m |measurement={{{wingspanm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{wingspanf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{wingspanf|?}}}}}}}<!-- TAIL -->{{#if:{{{tail|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{tail|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tail|Tail]] |measurement={{{tail}}}}}}}{{#if:{{{tailm|{{{tailf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tailm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tail|Tail]] |sex=m |measurement={{{tailm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tailf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{tailf|?}}}}}}}<!-- HEAD - for head and bill combined -->{{#if:{{{head|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{head|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Head|Head]] |measurement={{{head}}}}}}}{{#if:{{{headm|{{{headf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{headm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Head|Head]] |sex=m |measurement={{{headm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{headf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{headf|?}}}}}}}<!-- TARSUS -->{{#if:{{{tarsus|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsus|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tarsus|Tarsus]] |measurement={{{tarsus}}}}}}}{{#if:{{{tarsusm|{{{tarsusf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsusm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Tarsus|Tarsus]] |sex=m |measurement={{{tarsusm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{tarsusf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{tarsusf|?}}}}}}}<!-- FOOT -->{{#if:{{{foot|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{foot|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Foot|Foot]] |measurement={{{foot}}}}}}}{{#if:{{{footm|{{{footf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{footm|}}}|-|1}} |unit={{{unit|}}} |part=[[Bird measurement#Foot|Foot]] |sex=m |measurement={{{footm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{footf|}}}|-|1}} |unit={{{unit|}}} |sex=f |measurement={{{footf|?}}}}}}}<!-- WEIGHT -->{{#if:{{{weight|}}}|{{Birdbox/cell |hyphenposition={{strfind short|{{{weight|}}}|-|1}} |unit={{{massunit|}}} |part=[[Bird measurement#Weight|Weight]] |measurement={{{weight}}}}}}}{{#if:{{{weightm|{{{weightf|}}}}}}|<!-- M-->{{Birdbox/cell |hyphenposition={{strfind short|{{{weightm|}}}|-|1}} |unit={{{massunit|}}} |part=[[Bird measurement#Weight|Weight]] |sex=m |measurement={{{weightm|?}}}}}<!-- F-->{{Birdbox/cell |hyphenposition={{strfind short|{{{weightf|}}}|-|1}} |unit={{{massunit|}}} |sex=f |measurement={{{weightf|?}}}}}}} |} f35dac7f75a88f0c1711e248579395af548369a3 10 96 191 190 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:<!-- Take the first couple of letters, and if they are diagnostic of a minor taxon (i.e. not (oo/ichno)regnum, phylum, classis, ordo, familia, genus, species) then return the string "true". -->{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|3}}}}| inf|sub|par|mic|nan=true |#default={{#switch:{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|6}}}}| zoosub|unrank|oosubc|oosubg|oomagn|oosubs=true|#default={{#switch:{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|8}}}}|ichnoinf|ichnosub|ichnopar|ichnomic=true}} }} }}<noinclude>{{documentation}}</noinclude> a123d2132b257993b501ba2e3e4115f23b4b79f1 190 2011-10-22T00:46:53Z Anomie 0 Changed protection level of Template:Infrataxon(): Cascading protection here is useless, this template transcludes nothing except its own documentation subpage (and {{str left}}, which is already fully protected) ([edit=sysop] (indefinite) [move=sysop] (i wikitext text/x-wiki {{#switch:<!-- Take the first couple of letters, and if they are diagnostic of a minor taxon (i.e. not (oo/ichno)regnum, phylum, classis, ordo, familia, genus, species) then return the string "true". -->{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|3}}}}| inf|sub|par|mic|nan=true |#default={{#switch:{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|6}}}}| zoosub|unrank|oosubc|oosubg|oomagn|oosubs=true|#default={{#switch:{{lc:{{str_left|{{taxonomy/{{{1}}}|machine code=rank}}|8}}}}|ichnoinf|ichnosub|ichnopar|ichnomic=true}} }} }}<noinclude>{{documentation}}</noinclude> a123d2132b257993b501ba2e3e4115f23b4b79f1 10 371 741 740 2013-05-08T17:45:59Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === ;Input : {{para|1|''taxon''}} ; Output : If the rank of the [[taxon]] begins with <code>(ichno)inf</code>(ra), <code>(ichno)par</code>(v), <code>(ichno)mic</code>(ro), <code>(ichno)nan</code>(o), <code>unrank</code>(ed), (<code>zoo</code>)<code>(ichno)sub</code>, <code>oosubc</code>(lassis), <code>oosubg</code>(enus), or <code>oosubs</code>(pecies) (i.e. this is a taxon within a larger taxon) :: returns <code>true</code> : Else :: returns null. === See also === Used in [[Template:Taxobox/taxonomy]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 676e6fed3ef63e9c1f1a25578bbf4705ac442c96 740 2011-01-28T22:15:25Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === ;Input : {{para|1|''taxon''}} ; Output : If the rank of the [[taxon]] begins with <code>(ichno)inf</code>(ra), <code>(ichno)par</code>(v), <code>(ichno)mic</code>(ro), <code>(ichno)nan</code>(o), <code>unrank</code>(ed), (<code>zoo</code>)<code>(ichno)sub</code>, <code>oosubc</code>(lassis), <code>oosubg</code>(enus), or <code>oosubs</code>(pecies) (i.e. this is a taxon within a larger taxon) :: returns <code>true</code> : Else :: returns null. === See also === Used in [[Template:Taxobox/taxonomy]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 676e6fed3ef63e9c1f1a25578bbf4705ac442c96 10 416 831 830 2013-05-08T17:46:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ombox | type = style | image = [[Image:Ambox warning yellow.svg|40x40px|alt=|link=]] | text = '''This {{{namespace|template}}} employs intricate features of template syntax.''' <div style="font-size:95%; padding-bottom:2px;">You are encouraged to familiarise yourself with its setup and [[m:Help:Parser function|parser functions]] before editing the template. If your edit causes unexpected problems, please [[Help:Reverting#Undo|undo]] it quickly, as this template may appear on a large number of pages.<br/> Remember that you can conduct experiments, and should test all improvements, in either the <span class="nowraplinks">{{#switch: {{#ifexist:{{FULLPAGENAME}}/sandbox |sandbox | {{#ifexist:{{FULLPAGENAME}}/Sandbox |Sandbox | {{#ifexist:{{FULLPAGENAME}}/test sandbox|test sandbox| {{#ifexist:{{FULLPAGENAME}}/Test sandbox|Test sandbox| {{#ifexist:{{FULLPAGENAME}}/test |test | {{#ifexist:{{FULLPAGENAME}}/Test |Test | }} }} }} }} }} }} | sandbox = [[Template:{{PAGENAME}}/sandbox |local /sandbox ]] | Sandbox = [[Template:{{PAGENAME}}/Sandbox |local /Sandbox ]] | test sandbox = [[Template:{{PAGENAME}}/test sandbox|local /test sandbox ]] | Test sandbox = [[Template:{{PAGENAME}}/Test sandbox|local /Test sandbox ]] | test = [[Template:{{PAGENAME}}/test |local /test ]] | Test = [[Template:{{PAGENAME}}/Test |local /Test ]] | #default = [[Template:Template sandbox |general Template sandbox]] <!--ENDswitch-->}}</span> or your user space before changing anything here.</div> }}<includeonly>{{#ifeq: {{PAGENAME}} | {{BASEPAGENAME}} | [[Category:Intricate templates]] }}</includeonly><noinclude> {{Documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 2921b777b875262c2eb76639b57c02b2f23fb260 830 2012-09-20T21:40:06Z AGK 0 {{{namespace|}}} wikitext text/x-wiki {{ombox | type = style | image = [[Image:Ambox warning yellow.svg|40x40px|alt=|link=]] | text = '''This {{{namespace|template}}} employs intricate features of template syntax.''' <div style="font-size:95%; padding-bottom:2px;">You are encouraged to familiarise yourself with its setup and [[m:Help:Parser function|parser functions]] before editing the template. If your edit causes unexpected problems, please [[Help:Reverting#Undo|undo]] it quickly, as this template may appear on a large number of pages.<br/> Remember that you can conduct experiments, and should test all improvements, in either the <span class="nowraplinks">{{#switch: {{#ifexist:{{FULLPAGENAME}}/sandbox |sandbox | {{#ifexist:{{FULLPAGENAME}}/Sandbox |Sandbox | {{#ifexist:{{FULLPAGENAME}}/test sandbox|test sandbox| {{#ifexist:{{FULLPAGENAME}}/Test sandbox|Test sandbox| {{#ifexist:{{FULLPAGENAME}}/test |test | {{#ifexist:{{FULLPAGENAME}}/Test |Test | }} }} }} }} }} }} | sandbox = [[Template:{{PAGENAME}}/sandbox |local /sandbox ]] | Sandbox = [[Template:{{PAGENAME}}/Sandbox |local /Sandbox ]] | test sandbox = [[Template:{{PAGENAME}}/test sandbox|local /test sandbox ]] | Test sandbox = [[Template:{{PAGENAME}}/Test sandbox|local /Test sandbox ]] | test = [[Template:{{PAGENAME}}/test |local /test ]] | Test = [[Template:{{PAGENAME}}/Test |local /Test ]] | #default = [[Template:Template sandbox |general Template sandbox]] <!--ENDswitch-->}}</span> or your user space before changing anything here.</div> }}<includeonly>{{#ifeq: {{PAGENAME}} | {{BASEPAGENAME}} | [[Category:Intricate templates]] }}</includeonly><noinclude> {{Documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 2921b777b875262c2eb76639b57c02b2f23fb260 10 144 287 286 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Is reg()]] f056ab39bfeb2ae96f471dd2ab157008b1726566 286 2010-10-10T02:14:08Z Smith609 0 moved [[Template:Is reg]] to [[Template:Is reg()]]: Make clear that this is a function-style template wikitext text/x-wiki #REDIRECT [[Template:Is reg()]] f056ab39bfeb2ae96f471dd2ab157008b1726566 10 97 193 192 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{{1}}} }} |choanozoa|choanoflagellata|choanomonada|excavata|protista=[[excavata]] |animalia |archaeplastida|plantae<!--not viridiplantae, these belong to archaeplastida--> |fungus|fungi|fungi |chromalveolata|chromalveolate|chromalveolata |rhizaria |amoebozoa |incertae sedis |bacteria |return_error |archaea|euryarchaeota|crenarchaeota|thaumarchaeota|korarchaeota|nanarchaeota=[[{{lc:{{{1}}}}}]] |possible plantae=[[plantae]] |possible animalia=[[animalia]] |animalia (quicktax)=[[animalia]] |virus|viruses|viruses|i|ii|iii|iv|v|vi|vii|viii=[[virus]] }}<noinclude>{{documentation|template:is reg/doc}}</noinclude> a07c6db0a2616038e543bf1d6f8fced6917db9e6 192 2011-01-02T08:29:11Z Patrick 0 is reg/doc wikitext text/x-wiki {{#switch:{{lc:{{{1}}} }} |choanozoa|choanoflagellata|choanomonada|excavata|protista=[[excavata]] |animalia |archaeplastida|plantae<!--not viridiplantae, these belong to archaeplastida--> |fungus|fungi|fungi |chromalveolata|chromalveolate|chromalveolata |rhizaria |amoebozoa |incertae sedis |bacteria |return_error |archaea|euryarchaeota|crenarchaeota|thaumarchaeota|korarchaeota|nanarchaeota=[[{{lc:{{{1}}}}}]] |possible plantae=[[plantae]] |possible animalia=[[animalia]] |animalia (quicktax)=[[animalia]] |virus|viruses|viruses|i|ii|iii|iv|v|vi|vii|viii=[[virus]] }}<noinclude>{{documentation|template:is reg/doc}}</noinclude> a07c6db0a2616038e543bf1d6f8fced6917db9e6 10 372 743 742 2013-05-08T17:45:59Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Input: {{para|1|Taxon name}} Output: * If Taxon is a [[Kingdom (biology)|regnum]] (or equivalent higher category), <pre>[[{{{1}}}]]</pre> * Else: Null. Intended use: Call repeatedly for each taxon in a taxobox (using {{tl|Get regnum()}}). Because a null string is returned for all non-regna, all that remains will be the regnum. Pass this output to {{tl|Taxobox colour}} to generate colours for a taxobox. ===Examples=== *{{xpsoc|is reg|Animalia}} *{{xpsoc|is reg|Columbidae}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 44ccb53fb38fd1e4cf607da22935b83b8942de7b 742 2011-01-28T22:18:51Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Input: {{para|1|Taxon name}} Output: * If Taxon is a [[Kingdom (biology)|regnum]] (or equivalent higher category), <pre>[[{{{1}}}]]</pre> * Else: Null. Intended use: Call repeatedly for each taxon in a taxobox (using {{tl|Get regnum()}}). Because a null string is returned for all non-regna, all that remains will be the regnum. Pass this output to {{tl|Taxobox colour}} to generate colours for a taxobox. ===Examples=== *{{xpsoc|is reg|Animalia}} *{{xpsoc|is reg|Columbidae}} === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 44ccb53fb38fd1e4cf607da22935b83b8942de7b 10 301 601 600 2013-05-08T17:45:00Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{{lc:{{taxonomy/{{{1}}}|rank}} }}|regnum|[[{{taxonomy/{{{1}}}|link}}]]}}{{#ifeq:{{lc:{{taxonomy/{{{1}}}|rank}} }}|unranked_regnum|[[{{taxonomy/{{{1}}}|link}}]]}}{{#switch:{{lc:{{{1}}}}} |bacteria=[[Bacteria]] |choanozoa|choanoflagellata|choanomonada=[[excavata]] }}<noinclude>{{documentation|template:get regnum/doc}} - Used by [[Template:Get regnum]]</noinclude> ac05ada1e64341f180d567271bdbce4f8bc95917 600 2010-10-09T13:46:21Z Smith609 0 Khaki are excavata, apparently wikitext text/x-wiki {{#ifeq:{{lc:{{taxonomy/{{{1}}}|rank}} }}|regnum|[[{{taxonomy/{{{1}}}|link}}]]}}{{#ifeq:{{lc:{{taxonomy/{{{1}}}|rank}} }}|unranked_regnum|[[{{taxonomy/{{{1}}}|link}}]]}}{{#switch:{{lc:{{{1}}}}} |bacteria=[[Bacteria]] |choanozoa|choanoflagellata|choanomonada=[[excavata]] }}<noinclude>{{documentation|template:get regnum/doc}} - Used by [[Template:Get regnum]]</noinclude> ac05ada1e64341f180d567271bdbce4f8bc95917 10 349 697 696 2013-05-08T17:45:53Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{1|}}}|{{#ifexist:Template:Taxonomy/{{{1}}}|{{Taxonomy/{{{1}}}|machine code=is taxon}} }} }}<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> 0f5d9b231c75a9ac8168a20c8ba6baa65f8f9f1f 696 2011-01-03T14:39:53Z Smith609 0 Check that 1 is specified wikitext text/x-wiki {{#if:{{{1|}}}|{{#ifexist:Template:Taxonomy/{{{1}}}|{{Taxonomy/{{{1}}}|machine code=is taxon}} }} }}<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> 0f5d9b231c75a9ac8168a20c8ba6baa65f8f9f1f 10 307 613 612 2013-05-08T17:45:01Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Call [[template:is taxon]] to see whether something is the root taxon. Returns null if not. Overridden by passing "{{para|is taxon}}". === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 6fb299c9f60fc75bd43fc245963f609d687862f5 612 2011-01-28T22:10:41Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Call [[template:is taxon]] to see whether something is the root taxon. Returns null if not. Overridden by passing "{{para|is taxon}}". === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 6fb299c9f60fc75bd43fc245963f609d687862f5 10 135 269 268 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki {{DISPLAYTITLE:{{#if: {{#invoke:String|find|{{PAGENAME}}|(}} |{{#if:{{NAMESPACE}}|{{NAMESPACE}}: }}''{{#Invoke:String|replace|{{PAGENAME}}| (|'' (}} |{{#if:{{NAMESPACE}}|{{NAMESPACE}}: }}''{{PAGENAME}}'' }} }}<noinclude> {{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 146dd5f37ba265cad26bd1937788d749bd342e22 268 2013-02-25T04:58:48Z Dragons flight 0 Lua Implementation wikitext text/x-wiki {{DISPLAYTITLE:{{#if: {{#invoke:String|find|{{PAGENAME}}|(}} |{{#if:{{NAMESPACE}}|{{NAMESPACE}}: }}''{{#Invoke:String|replace|{{PAGENAME}}| (|'' (}} |{{#if:{{NAMESPACE}}|{{NAMESPACE}}: }}''{{PAGENAME}}'' }} }}<noinclude> {{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 146dd5f37ba265cad26bd1937788d749bd342e22 10 417 833 832 2013-05-08T17:46:27Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>background-image: -moz-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -ms-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -o-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -webkit-linear-gradient({{{1|}}}, {{{2|}}}); background-image: linear-gradient({{{1|}}}, {{{2|}}});</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> d5ee8fbd45c4fd7e3128481b6edd1520d5fc107e 832 2012-02-01T14:51:44Z Edokter 0 fix wikitext text/x-wiki <includeonly>background-image: -moz-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -ms-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -o-linear-gradient({{{1|}}}, {{{2|}}}); background-image: -webkit-linear-gradient({{{1|}}}, {{{2|}}}); background-image: linear-gradient({{{1|}}}, {{{2|}}});</includeonly><noinclude> <!-- ADD CATEGORIES AND INTERWIKIS TO THE /doc PAGE, NOT HERE, THANKS --> {{documentation}} </noinclude> d5ee8fbd45c4fd7e3128481b6edd1520d5fc107e 10 385 769 768 2013-05-08T17:46:13Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 7e49df0f13e0369e19731f2ccdc16bd2c5132711 768 2010-12-08T15:25:21Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 7e49df0f13e0369e19731f2ccdc16bd2c5132711 10 386 771 770 2013-05-08T17:46:14Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 882555024711022da3169547d94fb3f893192aac 770 2010-12-08T15:25:25Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=link target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link target}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 882555024711022da3169547d94fb3f893192aac 10 384 767 766 2013-05-08T17:46:13Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 5c53d7f53919034596932f748be77afc9e728403 766 2010-12-08T15:25:30Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=link text}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 5c53d7f53919034596932f748be77afc9e728403 10 355 709 708 2013-05-08T17:45:54Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core|{{1x|{{{1|}}}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|incomplete={{{incomplete|}}} |open=''{{open link}} |close={{close link}}''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 7ca05748881100c8a8f0df8fd2b829f9558a6fd8 708 2011-12-14T02:03:18Z Bondolo 0 an even number is required (two params per species) wikitext text/x-wiki <includeonly>{{species list/core|{{1x|{{{1|}}}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|incomplete={{{incomplete|}}} |open=''{{open link}} |close={{close link}}''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 7ca05748881100c8a8f0df8fd2b829f9558a6fd8 10 356 711 710 2013-05-08T17:45:55Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}} |incomplete={{{incomplete|}}} |open={{open link}} |close={{close link}}}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 4df100c7e59651dc025fa8d94dec4a25992af739 710 2010-09-29T16:35:51Z Smith609 0 wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}} |incomplete={{{incomplete|}}} |open={{open link}} |close={{close link}}}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 4df100c7e59651dc025fa8d94dec4a25992af739 10 317 633 632 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki [http://en.wikipedia.org/w/index.php?title=Category:Immediate_children/{{urlencode:{{{1|}}}}}&action=submit List all {{PAGESINCATEGORY:Immediate_children/{{{1|}}} }} immediate children] {{add new taxon}}<noinclude>{{documentation}}</noinclude> 9b05cf2dc5585f4ee4c8f0fb9c147e12db98a797 632 2012-04-23T10:34:10Z AGK 0 Protected Template:List all children: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki [http://en.wikipedia.org/w/index.php?title=Category:Immediate_children/{{urlencode:{{{1|}}}}}&action=submit List all {{PAGESINCATEGORY:Immediate_children/{{{1|}}} }} immediate children] {{add new taxon}}<noinclude>{{documentation}}</noinclude> 9b05cf2dc5585f4ee4c8f0fb9c147e12db98a797 10 341 681 680 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Called by [[User:Taxobot/children/template]] === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> fcb713f5637c27746e5429b9e33fa63f08e32650 680 2011-01-28T22:27:55Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Called by [[User:Taxobot/children/template]] === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> fcb713f5637c27746e5429b9e33fa63f08e32650 10 78 155 154 2013-05-08T17:44:26Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Rellink|extraclasses=relarticle mainarticle|{{#ifeq:{{SUBJECTSPACE}}|Category|The main {{#ifeq:{{NAMESPACE:{{{1}}}}}||article|page}}{{#if:{{{2|}}}|s}} for this [[Wikipedia:Categorization|category]] {{#if:{{{2|}}}|are|is}}|Main {{#ifeq:{{NAMESPACE:{{{1}}}}}||article|page}}{{#if:{{{2|}}}|s}}:}} [[{{{1|{{PAGENAME}}}}}|{{{l1|{{{1|{{PAGENAME}}}}}}}}]]{{#if:{{{2| }}} |{{#if:{{{3|}}}|,&#32;|&#32;and&#32;}}[[{{{2}}}|{{{l2|{{{2}}}}}}]]}}{{#if:{{{3|}}} |{{#if:{{{4|}}}|,&#32;|,&#32;and&#32;}}[[{{{3}}}|{{{l3|{{{3}}}}}}]]}}{{#if:{{{4|}}} |{{#if:{{{5|}}}|,&#32;|,&#32;and&#32;}}[[{{{4}}}|{{{l4|{{{4}}}}}}]]}}{{#if:{{{5|}}} |{{#if:{{{6|}}}|,&#32;|,&#32;and&#32;}}[[{{{5}}}|{{{l5|{{{5}}}}}}]]}}{{#if:{{{6|}}} |{{#if:{{{7|}}}|,&#32;|,&#32;and&#32;}}[[{{{6}}}|{{{l6|{{{6}}}}}}]]}}{{#if:{{{7|}}} |{{#if:{{{8|}}}|,&#32;|,&#32;and&#32;}}[[{{{7}}}|{{{l7|{{{7}}}}}}]]}}{{#if:{{{8|}}} |{{#if:{{{9|}}}|,&#32;|,&#32;and&#32;}}[[{{{8}}}|{{{l8|{{{8}}}}}}]]}}{{#if:{{{9|}}} |{{#if:{{{10|}}}|,&#32;|,&#32;and&#32;}}[[{{{9}}}|{{{l9|{{{9}}}}}}]]}}{{#if:{{{10|}}} |, and [[{{{10}}}|{{{l10|{{{10}}}}}}]]}}{{#if:{{{11| }}}|&#32; (too many parameters in &#123;&#123;[[Template:main|main]]&#125;&#125;)}}}}<noinclude> {{Documentation}} </noinclude> 9fe745a250f754c56d4f72b86fe2eccf08b52682 154 2011-04-19T09:44:39Z Rich Farmbrough 0 Add namespace check, and plurals checks to category invocation. wikitext text/x-wiki {{Rellink|extraclasses=relarticle mainarticle|{{#ifeq:{{SUBJECTSPACE}}|Category|The main {{#ifeq:{{NAMESPACE:{{{1}}}}}||article|page}}{{#if:{{{2|}}}|s}} for this [[Wikipedia:Categorization|category]] {{#if:{{{2|}}}|are|is}}|Main {{#ifeq:{{NAMESPACE:{{{1}}}}}||article|page}}{{#if:{{{2|}}}|s}}:}} [[{{{1|{{PAGENAME}}}}}|{{{l1|{{{1|{{PAGENAME}}}}}}}}]]{{#if:{{{2| }}} |{{#if:{{{3|}}}|,&#32;|&#32;and&#32;}}[[{{{2}}}|{{{l2|{{{2}}}}}}]]}}{{#if:{{{3|}}} |{{#if:{{{4|}}}|,&#32;|,&#32;and&#32;}}[[{{{3}}}|{{{l3|{{{3}}}}}}]]}}{{#if:{{{4|}}} |{{#if:{{{5|}}}|,&#32;|,&#32;and&#32;}}[[{{{4}}}|{{{l4|{{{4}}}}}}]]}}{{#if:{{{5|}}} |{{#if:{{{6|}}}|,&#32;|,&#32;and&#32;}}[[{{{5}}}|{{{l5|{{{5}}}}}}]]}}{{#if:{{{6|}}} |{{#if:{{{7|}}}|,&#32;|,&#32;and&#32;}}[[{{{6}}}|{{{l6|{{{6}}}}}}]]}}{{#if:{{{7|}}} |{{#if:{{{8|}}}|,&#32;|,&#32;and&#32;}}[[{{{7}}}|{{{l7|{{{7}}}}}}]]}}{{#if:{{{8|}}} |{{#if:{{{9|}}}|,&#32;|,&#32;and&#32;}}[[{{{8}}}|{{{l8|{{{8}}}}}}]]}}{{#if:{{{9|}}} |{{#if:{{{10|}}}|,&#32;|,&#32;and&#32;}}[[{{{9}}}|{{{l9|{{{9}}}}}}]]}}{{#if:{{{10|}}} |, and [[{{{10}}}|{{{l10|{{{10}}}}}}]]}}{{#if:{{{11| }}}|&#32; (too many parameters in &#123;&#123;[[Template:main|main]]&#125;&#125;)}}}}<noinclude> {{Documentation}} </noinclude> 9fe745a250f754c56d4f72b86fe2eccf08b52682 10 418 835 834 2013-05-08T17:46:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ {{namespace detect | demospace = {{{demospace|}}} | main = ambox | talk = tmbox | file = imbox | category = cmbox | other = ombox }} | type = {{{type|}}} | image = {{{image|}}} | imageright = {{{imageright|}}} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{{text}}} | small = {{{small|}}} | smallimage = {{{smallimage|}}} | smallimageright = {{{smallimageright|}}} | smalltext = {{{smalltext|}}} | subst = {{{subst|}}} | date = {{{date|}}} | name = {{{name|}}} }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 2274b2f8c04458f5aa3c136395b86f7b6d40266c 834 2012-06-19T19:47:59Z MSGJ 0 pass name for benefit of ambox wikitext text/x-wiki {{ {{namespace detect | demospace = {{{demospace|}}} | main = ambox | talk = tmbox | file = imbox | category = cmbox | other = ombox }} | type = {{{type|}}} | image = {{{image|}}} | imageright = {{{imageright|}}} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{{text}}} | small = {{{small|}}} | smallimage = {{{smallimage|}}} | smallimageright = {{{smallimageright|}}} | smalltext = {{{smalltext|}}} | subst = {{{subst|}}} | date = {{{date|}}} | name = {{{name|}}} }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 2274b2f8c04458f5aa3c136395b86f7b6d40266c 10 419 837 836 2013-05-08T17:46:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{ mbox | type = notice | image = {{#ifeq:{{{small|}}}|yes|none|[[file:Blue check.svg|30px|link=|alt=]]}} | imageright = {{#if:{{{1|}}}|{{Ombox/Shortcut|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}}}}} | text = {{#ifeq:{{{small|}}}|yes|This [[Wikipedia:Policies and guidelines#guide|guideline]] is part of the English Wikipedia's {{#ifeq:{{FULLPAGENAME}}|Wikipedia:Manual of Style|Manual of Style|[[Wikipedia:Manual of Style|Manual of Style]]}}. [[Wikipedia:What "Ignore all rules" means#Use common sense|Use common sense]] in applying it; it will have [[Wikipedia:Ignore all rules|occasional exceptions]]. Please ensure that any [[Wikipedia:Policies and guidelines#Content changes|edits to this page]] reflect [[Wikipedia:Consensus|consensus]].|'''This [[Wikipedia:Policies and guidelines#guide|guideline]] is a part of the English Wikipedia's {{#ifeq:{{FULLPAGENAME}}|Wikipedia:Manual of Style|Manual of Style|[[Wikipedia:Manual of Style|Manual of Style]]}}'''. [[Wikipedia:What "Ignore all rules" means#Use common sense|Use common sense]] in applying it; it will have [[Wikipedia:Ignore all rules|occasional exceptions]]. Please ensure that any [[Wikipedia:Policies and guidelines#Content changes|edits to this page]] reflect [[Wikipedia:Consensus|consensus]].}} | small = {{{small|}}} }}<noinclude>{{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --></noinclude> ca9792278c5486059b8e4d1cfecd9b1f26346d7b 836 2012-03-17T03:51:08Z David Levy 0 more intuitive to link "edits to this page" wikitext text/x-wiki {{ mbox | type = notice | image = {{#ifeq:{{{small|}}}|yes|none|[[file:Blue check.svg|30px|link=|alt=]]}} | imageright = {{#if:{{{1|}}}|{{Ombox/Shortcut|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}}}}} | text = {{#ifeq:{{{small|}}}|yes|This [[Wikipedia:Policies and guidelines#guide|guideline]] is part of the English Wikipedia's {{#ifeq:{{FULLPAGENAME}}|Wikipedia:Manual of Style|Manual of Style|[[Wikipedia:Manual of Style|Manual of Style]]}}. [[Wikipedia:What "Ignore all rules" means#Use common sense|Use common sense]] in applying it; it will have [[Wikipedia:Ignore all rules|occasional exceptions]]. Please ensure that any [[Wikipedia:Policies and guidelines#Content changes|edits to this page]] reflect [[Wikipedia:Consensus|consensus]].|'''This [[Wikipedia:Policies and guidelines#guide|guideline]] is a part of the English Wikipedia's {{#ifeq:{{FULLPAGENAME}}|Wikipedia:Manual of Style|Manual of Style|[[Wikipedia:Manual of Style|Manual of Style]]}}'''. [[Wikipedia:What "Ignore all rules" means#Use common sense|Use common sense]] in applying it; it will have [[Wikipedia:Ignore all rules|occasional exceptions]]. Please ensure that any [[Wikipedia:Policies and guidelines#Content changes|edits to this page]] reflect [[Wikipedia:Consensus|consensus]].}} | small = {{{small|}}} }}<noinclude>{{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --></noinclude> ca9792278c5486059b8e4d1cfecd9b1f26346d7b 10 420 839 838 2013-05-08T17:46:27Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch: {{lc: <!--Lower case the result--> <!--If no or empty "demospace" parameter then detect namespace--> {{#if:{{{demospace|}}} | {{{demospace}}} | {{#if:{{{page|}}} | <!--Detect the namespace in the "page" parameter--> {{#ifeq:{{NAMESPACE:{{{page}}} }}|{{TALKSPACE:{{{page}}} }} | talk | {{SUBJECTSPACE:{{{page}}} }} }} | <!--No "demospace" or "page" parameters, so detect actual namespace--> {{#ifeq:{{NAMESPACE}}|{{TALKSPACE}} | talk | {{SUBJECTSPACE}} }} }} }} }} <!-- Only one of the lines below will be executed --> <!-- Respecting empty parameters on purpose --> | main <!--"demospace=main" or {{SUBJECTSPACE}}={{ns:0}}=""--> | = {{{main| {{{other|}}} }}} | talk = {{{talk| {{{other|}}} }}} | user = {{{user| {{{other|}}} }}} | wikipedia = {{{wikipedia| {{{other|}}} }}} | file | image = {{{file| {{{image| {{{other|}}} }}} }}} | mediawiki = {{{mediawiki| {{{other|}}} }}} | template = {{{template| {{{other|}}} }}} | help = {{{help| {{{other|}}} }}} | category = {{{category| {{{other|}}} }}} | portal = {{{portal| {{{other|}}} }}} | book = {{{book| {{{other|}}} }}} | other | #default = {{{other|}}} <!--"demospace=other" or a new namespace--> }}<!--End switch--><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> abc38ce22f99bcdfc5e14200a9368086074f46e8 838 2010-10-04T18:40:00Z WOSlinker 0 remove {{pp-template}} since included in {{documentation}} wikitext text/x-wiki {{#switch: {{lc: <!--Lower case the result--> <!--If no or empty "demospace" parameter then detect namespace--> {{#if:{{{demospace|}}} | {{{demospace}}} | {{#if:{{{page|}}} | <!--Detect the namespace in the "page" parameter--> {{#ifeq:{{NAMESPACE:{{{page}}} }}|{{TALKSPACE:{{{page}}} }} | talk | {{SUBJECTSPACE:{{{page}}} }} }} | <!--No "demospace" or "page" parameters, so detect actual namespace--> {{#ifeq:{{NAMESPACE}}|{{TALKSPACE}} | talk | {{SUBJECTSPACE}} }} }} }} }} <!-- Only one of the lines below will be executed --> <!-- Respecting empty parameters on purpose --> | main <!--"demospace=main" or {{SUBJECTSPACE}}={{ns:0}}=""--> | = {{{main| {{{other|}}} }}} | talk = {{{talk| {{{other|}}} }}} | user = {{{user| {{{other|}}} }}} | wikipedia = {{{wikipedia| {{{other|}}} }}} | file | image = {{{file| {{{image| {{{other|}}} }}} }}} | mediawiki = {{{mediawiki| {{{other|}}} }}} | template = {{{template| {{{other|}}} }}} | help = {{{help| {{{other|}}} }}} | category = {{{category| {{{other|}}} }}} | portal = {{{portal| {{{other|}}} }}} | book = {{{book| {{{other|}}} }}} | other | #default = {{{other|}}} <!--"demospace=other" or a new namespace--> }}<!--End switch--><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> abc38ce22f99bcdfc5e14200a9368086074f46e8 10 369 737 736 2013-05-08T17:45:58Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><ul style="margin-left: 0">{{#if:{{{1|}}}|{{species list/line|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}<div style='padding-left:0.5em;'>{{{3|}}}</div>}}{{#if:{{{4|}}}|{{species list/line|{{{open|}}}{{1x|{{{4}}}}}{{{close|}}}|{{{5|}}}}}<div style='padding-left:0.5em;'>{{{6|}}}</div>}}{{#if:{{{7|}}}|{{species list/line|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}<div style='padding-left:0.5em;'>{{{9|}}}</div>}}{{#if:{{{10|}}}|{{species list/line|{{{open|}}}{{1x|{{{10}}}}}{{{close|}}}|{{{11|}}}}}<div style='padding-left:0.5em;'>{{{12|}}}</div>}}{{#if:{{{13|}}}|{{species list/line|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}<div style='padding-left:0.5em;'>{{{15|}}}</div>}}{{#if:{{{16|}}}|{{species list/line|{{{open|}}}{{1x|{{{16}}}}}{{{close|}}}|{{{17|}}}}}<div style='padding-left:0.5em;'>{{{18|}}}</div>}}{{#if:{{{19|}}}|{{species list/line|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}<div style='padding-left:0.5em;'>{{{21|}}}</div>}}{{#if:{{{22|}}}|{{species list/line|{{{open|}}}{{1x|{{{22}}}}}{{{close|}}}|{{{23|}}}}}<div style='padding-left:0.5em;'>{{{24|}}}</div>}}{{#if:{{{25|}}}|{{species list/line|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}<div style='padding-left:0.5em;'>{{{27|}}}</div>}}{{#if:{{{28|}}}|{{species list/line|{{{open|}}}{{1x|{{{28}}}}}{{{close|}}}|{{{29|}}}}}<div style='padding-left:0.5em;'>{{{30|}}}</div>}}{{#if:{{{31|}}}|{{species list/line|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}<div style='padding-left:0.5em;'>{{{33|}}}</div>}}{{#if:{{{34|}}}|{{species list/line|{{{open|}}}{{1x|{{{34}}}}}{{{close|}}}|{{{35|}}}}}<div style='padding-left:0.5em;'>{{{36|}}}</div>}}{{#if:{{{37|}}}|{{species list/line|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}<div style='padding-left:0.5em;'>{{{39|}}}</div>}}{{#if:{{{40|}}}|{{species list/line|{{{open|}}}{{1x|{{{40}}}}}{{{close|}}}|{{{41|}}}}}<div style='padding-left:0.5em;'>{{{42|}}}</div>}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly> <noinclude>{{documentation}}</noinclude> 53203cdbc9d7fe5719fa50cd14bbe7ce6654bf2b 736 2011-12-24T14:07:49Z Smith609 0 Protected Template:Nested taxon list: [[WP:MOVP|Highly visible page]]: Used in Automatic Taxoboxes ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <includeonly><ul style="margin-left: 0">{{#if:{{{1|}}}|{{species list/line|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}<div style='padding-left:0.5em;'>{{{3|}}}</div>}}{{#if:{{{4|}}}|{{species list/line|{{{open|}}}{{1x|{{{4}}}}}{{{close|}}}|{{{5|}}}}}<div style='padding-left:0.5em;'>{{{6|}}}</div>}}{{#if:{{{7|}}}|{{species list/line|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}<div style='padding-left:0.5em;'>{{{9|}}}</div>}}{{#if:{{{10|}}}|{{species list/line|{{{open|}}}{{1x|{{{10}}}}}{{{close|}}}|{{{11|}}}}}<div style='padding-left:0.5em;'>{{{12|}}}</div>}}{{#if:{{{13|}}}|{{species list/line|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}<div style='padding-left:0.5em;'>{{{15|}}}</div>}}{{#if:{{{16|}}}|{{species list/line|{{{open|}}}{{1x|{{{16}}}}}{{{close|}}}|{{{17|}}}}}<div style='padding-left:0.5em;'>{{{18|}}}</div>}}{{#if:{{{19|}}}|{{species list/line|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}<div style='padding-left:0.5em;'>{{{21|}}}</div>}}{{#if:{{{22|}}}|{{species list/line|{{{open|}}}{{1x|{{{22}}}}}{{{close|}}}|{{{23|}}}}}<div style='padding-left:0.5em;'>{{{24|}}}</div>}}{{#if:{{{25|}}}|{{species list/line|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}<div style='padding-left:0.5em;'>{{{27|}}}</div>}}{{#if:{{{28|}}}|{{species list/line|{{{open|}}}{{1x|{{{28}}}}}{{{close|}}}|{{{29|}}}}}<div style='padding-left:0.5em;'>{{{30|}}}</div>}}{{#if:{{{31|}}}|{{species list/line|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}<div style='padding-left:0.5em;'>{{{33|}}}</div>}}{{#if:{{{34|}}}|{{species list/line|{{{open|}}}{{1x|{{{34}}}}}{{{close|}}}|{{{35|}}}}}<div style='padding-left:0.5em;'>{{{36|}}}</div>}}{{#if:{{{37|}}}|{{species list/line|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}<div style='padding-left:0.5em;'>{{{39|}}}</div>}}{{#if:{{{40|}}}|{{species list/line|{{{open|}}}{{1x|{{{40}}}}}{{{close|}}}|{{{41|}}}}}<div style='padding-left:0.5em;'>{{{42|}}}</div>}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly> <noinclude>{{documentation}}</noinclude> 53203cdbc9d7fe5719fa50cd14bbe7ce6654bf2b 10 310 619 618 2013-05-08T17:45:02Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Pass parameters in triplets: First parameter: Name of the higher-order taxon, e.g. "Suborder [[Chelodina (chiton)|Chelodina]]" Second parameter: Authority of the higher-order taxon, e.g. Smith 1889. (Leave blank if unknown) Third parameter: A list of taxa within the higher-order taxon, probably generated using [[Template:Species list]] or {{tl|taxon list}}. To collapse the template at the first level, use [[Template:Collapsible taxon list]] as opposed to [[Template:Nested taxon list]]. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> ce5f042b662926f2e5755579763ddcec5e952c2f 618 2011-01-28T22:24:16Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Pass parameters in triplets: First parameter: Name of the higher-order taxon, e.g. "Suborder [[Chelodina (chiton)|Chelodina]]" Second parameter: Authority of the higher-order taxon, e.g. Smith 1889. (Leave blank if unknown) Third parameter: A list of taxa within the higher-order taxon, probably generated using [[Template:Species list]] or {{tl|taxon list}}. To collapse the template at the first level, use [[Template:Collapsible taxon list]] as opposed to [[Template:Nested taxon list]]. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> ce5f042b662926f2e5755579763ddcec5e952c2f 10 421 841 840 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{{1|{{PAGENAME}}}}}}} |hadean=archean |isuan=swazian |archean=proterozoic |proterozoic|precambrian=phanerozoic |eoarchean=palaeoarchean |palaeoarchean|paleoarchean=mesoarchean |mesoarchean=neoarchean |neoarchean=paleoproterozoic |paleoproterozoic=mesoproterozoic |mesoproterozoic=neoproterozoic |neoproterozoic=paleozoic |proterozoic=paleozoic |sinian=paleozoic |sturtian=vendian |paleozoic=mesozoic |mesozoic=cenozoic |siderian=rhyacian |rhyacian=orosirian |orosirian=statherian |statherian=calymmian |calymmian=ectasian |ectasian=stenian |stenian=tonian |tonian=cryogenian |baikalian=vendian |riphean=aimchanian |aimchanian=mayanian |cryogenian=ediacaran |ediacaran=cambrian |vendian=cambrian |merioneth=ordovician |cambrian=ordovician |ordovician=silurian |silurian=devonian |devonian=mississippian |mississippian=pennsylvanian |pennsylvanian|carboniferous=permian |permian=triassic |triassic=jurassic |jurassic=cretaceous |cretaceous=paleogene |paleogene=neogene |neoarchean=statherian |statherian=tonian |tonian=early cambrian |terreneuvian|tommotian=series 2 |atdabanian=botomian |series 2|cambrian series 2=series 3 |series 3|cambrian series 3=upper cambrian |middle cambrian|mid cambrian|st davids=late cambrian |manykaian|nemakit-daldynian=caerfai |early cambrian|lower cambrian|caerfai=middle cambrian |mayan=nganasanian |nganasanian|mindyallan=merioneth |late cambrian|upper cambrian|franconian|furongian|mansian=lower ordovician<!--Franconian doesn't really belong here but this'll do for a crude approximation--> |early ordovician|lower ordovician|late early ordovician=middle ordovician |middle ordovician|mid ordovician = late ordovician |late ordovician|upper ordovician=llandovery|llandovery=wenlock |wenlock=ludlow |ludlow=pridoli |pridoli|unnamed pridoli stage=lochkovian |early silurian|lower silurian=late silurian |late silurian|upper silurian=early devonian |early devonian|lower devonian=middle devonian |middle devonian|mid devonian=late devonian |late devonian|upper devonian=mississippian |early carboniferous|lower carboniferous|mississippian=pennsylvanian |early mississippian|lower mississippian=middle mississippian |middle mississippian|mid mississippian=late mississippian |late mississippian|upper mississippian=early pennsylvanian |early pennsylvanian|lower pennsylvanian=middle pennsylvanian |middle pennsylvanian|mid pennsylvanian=late pennsylvanian |late pennsylvanian|upper pennsylvanian=early permian |late carboniferous|upper carboniferous|pennsylvanian=permian |early permian|lower permian|cisuralian=middle permian |middle permian|mid permian|guadalupian=late permian |late permian|upper permian|lopingian=early triassic |early triassic|lower triassic=middle triassic |middle triassic|mid triassic=late triassic |late triassic|upper triassic=early jurassic |early jurassic|lower jurassic=middle jurassic |middle jurassic|mid jurassic=late jurassic |late jurassic|upper jurassic=early cretaceous |early cretaceous|lower cretaceous=late cretaceous |late cretaceous|upper cretaceous|senonian=paleocene |paleocene=eocene |eocene=oligocene |oligocene=miocene |miocene=pliocene |pliocene=pleistocene |pleistocene|rancholabrean=holocene <!-- these are duplicated below, and the last one is wrong --> <!-- |early paleocene|lower paleocene=middle paleocene |middle paleocene|mid paleocene=late paleocene |late paleocene|upper paleocene=early eocene |early eocene|lower eocene=middle eocene |middle eocene|mid eocene=late eocene |late eocene|upper eocene=early oligocene |early oligocene|lower oligocene=late oligocene |late oligocene|upper oligocene=early miocene |early miocene|lower miocene=middle miocene |middle miocene|mid miocene=late miocene |late miocene|upper miocene=early pliocene |early pliocene|lower pliocene=late pliocene |late pliocene|upper pliocene=holocene --> |fortunean|earliest cambrian=stage 2 |cambrian stage 2|stage 2=stage 3 |cambrian stage 3|stage 3=stage 4 |cambrian stage 4|stage 4|late early cambrian=stage 5 |cambrian stage 5|stage 5|early middle cambrian=drumian |drumian=guzhangian |guzhangian=upper cambrian<!-- fix! --> |paibian=tremadocian |tremadocian=floian |arenig|floian=dapingian |ordovician iii|dapingian|early middle ordovician=darriwilian |darriwilian=sandbian |ordovician v|sandbian=katian |early late ordovician=middle late ordovician |ordovician vi|katian|middle late ordovician=hirnantian |hirnantian=llandovery |llandovery=wenlock |wenlock=ludlow |ludlow=pridoli |pridoli=lochkovian |lochkovian=pragian |pragian|praghian=emsian |emsian=eifelian |eifelian=givetian |givetian=frasnian |frasnian=famennian |famennian=early mississippian |early mississippian|lower mississippian=middle mississippian |middle mississippian|mid mississippian=late mississippian |late mississippian|upper mississippian=early pennsylvanian |early pennsylvanian|lower pennsylvanian=middle pennsylvanian |middle pennsylvanian|mid pennsylvanian=late pennsylvanian |late pennsylvanian|upper pennsylvanian=asselian |namurian=westphalian |westphalian=stephanian |stephanian=permian |asselian=sakmarian |sakmarian=artinskian |artinskian=kungurian |kungurian=roadian |roadian|ufimian=wordian |wordian=capitanian |capitanian=wuchiapingian |wuchiapingian|longtanian=changhsingian |changhsingian=induan |induan=olenekian |olenekian|spathian=anisian |hydaspian=pelsonian |pelsonian=illirian |anisian|illirian=ladinian |lower ladinian=middle ladinian |middle ladinian=upper ladinian |ladinian|upper ladinian=carnian |carnian=norian |norian=rhaetian |rhaetian=hettangian |hettangian=sinemurian |sinemurian=pliensbachian |pliensbachian=toarcian |toarcian=aalenian |aalenian=bajocian |bajocian=bathonian |bathonian=callovian |callovian=oxfordian |oxfordian=kimmeridgian |kimmeridgian=tithonian |tithonian=berriasian |berriasian=valanginian |valanginian=hauterivian |hauterivian|neocomian=barremian |barremian=aptian |aptian=albian |albian=cenomanian |cenomanian=turonian |turonian|gallic=coniacian |coniacian=santonian |santonian=campanian |campanian=maastrichtian |maastrichtian=early paleocene |early paleocene|lower paleocene=middle paleocene |middle paleocene|mid paleocene=late paleocene |late paleocene|upper paleocene=early eocene |early eocene|lower eocene=middle eocene |middle eocene|mid eocene=late eocene |late eocene|upper eocene=early oligocene |early oligocene|lower oligocene=late oligocene |late oligocene|upper oligocene=early miocene |early miocene|lower miocene=middle miocene |middle miocene|mid miocene=late miocene |late miocene|upper miocene=early pliocene |early pliocene|lower pliocene=late pliocene |late pliocene|upper pliocene=early pleistocene |early pleistocene|lower pleistocene=middle pleistocene |middle pleistocene|mid pleistocene=late pleistocene |late pleistocene=holocene |rhuddanian=aeronian |aeronian=telychian |telychian=sheinwoodian |sheinwoodian=homerian |homerian=gorstian |gorstian=ludfordian |ludfordian=pridoli |famennian=tournaisian |tournaisian=visean |visean=serpukhovian |serpukhovian=bashkirian |bashkirian=moscovian |moscovian=kasimovian |kasimovian=gzhelian |gzhelian=asselian |asselian=sakmarian |sakmarian=artinskian |artinskian=kungurian |kungurian=roadian |roadian=wordian |wordian=capitanian |capitanian=wuchiapingian |wuchiapingian=changhsingian |puercan=torrejonian |torrejonian=tiffanian |tiffanian=clarkforkian |clarkforkian=wasatchian |wasatchian=bridgerian |bridgerian=uintan |uintan=duchesnean |duchesnean=chadronian |chadronian=orellan |orellan=whitneyan |whitneyan=arikareean |arikareean=hemingfordian |hemingfordian=barstovian |barstovian=clarendonian |clarendonian=hemphillian |hemphillian=blancan |blancan=irvingtonian |irvingtonian=rancholabrean |danian=selandian |selandian=thanetian |thanetian=ypresian |ypresian=lutetian |mp 10=mp 11 |lutetian|mp 11=bartonian |bartonian=priabonian |priabonian=rupelian |rupelian=chattian |chattian=aquitanian |aquitanian=burdigalian |burdigalian=langhian |langhian=serravallian |serravallian=tortonian |tortonian=messinian |messinian=zanclean |zanclean=piacenzian |piacenzian=gelasian |gelasian=calabrian |tertiary=quaternary |neogene=quaternary |holocene|quaternary|cenozoic|phanerozoic|now|recent|present=now |{{{1|{{PAGENAME}} }}} }}<noinclude>{{template doc}}</noinclude> b3e6f9cf099c71f019a4c98fbb9113ceae6e9dfb 840 2011-12-07T03:41:00Z Bob the Wikipedian 0 add mp 11 and mp 10 wikitext text/x-wiki {{#switch:{{lc:{{{1|{{PAGENAME}}}}}}} |hadean=archean |isuan=swazian |archean=proterozoic |proterozoic|precambrian=phanerozoic |eoarchean=palaeoarchean |palaeoarchean|paleoarchean=mesoarchean |mesoarchean=neoarchean |neoarchean=paleoproterozoic |paleoproterozoic=mesoproterozoic |mesoproterozoic=neoproterozoic |neoproterozoic=paleozoic |proterozoic=paleozoic |sinian=paleozoic |sturtian=vendian |paleozoic=mesozoic |mesozoic=cenozoic |siderian=rhyacian |rhyacian=orosirian |orosirian=statherian |statherian=calymmian |calymmian=ectasian |ectasian=stenian |stenian=tonian |tonian=cryogenian |baikalian=vendian |riphean=aimchanian |aimchanian=mayanian |cryogenian=ediacaran |ediacaran=cambrian |vendian=cambrian |merioneth=ordovician |cambrian=ordovician |ordovician=silurian |silurian=devonian |devonian=mississippian |mississippian=pennsylvanian |pennsylvanian|carboniferous=permian |permian=triassic |triassic=jurassic |jurassic=cretaceous |cretaceous=paleogene |paleogene=neogene |neoarchean=statherian |statherian=tonian |tonian=early cambrian |terreneuvian|tommotian=series 2 |atdabanian=botomian |series 2|cambrian series 2=series 3 |series 3|cambrian series 3=upper cambrian |middle cambrian|mid cambrian|st davids=late cambrian |manykaian|nemakit-daldynian=caerfai |early cambrian|lower cambrian|caerfai=middle cambrian |mayan=nganasanian |nganasanian|mindyallan=merioneth |late cambrian|upper cambrian|franconian|furongian|mansian=lower ordovician<!--Franconian doesn't really belong here but this'll do for a crude approximation--> |early ordovician|lower ordovician|late early ordovician=middle ordovician |middle ordovician|mid ordovician = late ordovician |late ordovician|upper ordovician=llandovery|llandovery=wenlock |wenlock=ludlow |ludlow=pridoli |pridoli|unnamed pridoli stage=lochkovian |early silurian|lower silurian=late silurian |late silurian|upper silurian=early devonian |early devonian|lower devonian=middle devonian |middle devonian|mid devonian=late devonian |late devonian|upper devonian=mississippian |early carboniferous|lower carboniferous|mississippian=pennsylvanian |early mississippian|lower mississippian=middle mississippian |middle mississippian|mid mississippian=late mississippian |late mississippian|upper mississippian=early pennsylvanian |early pennsylvanian|lower pennsylvanian=middle pennsylvanian |middle pennsylvanian|mid pennsylvanian=late pennsylvanian |late pennsylvanian|upper pennsylvanian=early permian |late carboniferous|upper carboniferous|pennsylvanian=permian |early permian|lower permian|cisuralian=middle permian |middle permian|mid permian|guadalupian=late permian |late permian|upper permian|lopingian=early triassic |early triassic|lower triassic=middle triassic |middle triassic|mid triassic=late triassic |late triassic|upper triassic=early jurassic |early jurassic|lower jurassic=middle jurassic |middle jurassic|mid jurassic=late jurassic |late jurassic|upper jurassic=early cretaceous |early cretaceous|lower cretaceous=late cretaceous |late cretaceous|upper cretaceous|senonian=paleocene |paleocene=eocene |eocene=oligocene |oligocene=miocene |miocene=pliocene |pliocene=pleistocene |pleistocene|rancholabrean=holocene <!-- these are duplicated below, and the last one is wrong --> <!-- |early paleocene|lower paleocene=middle paleocene |middle paleocene|mid paleocene=late paleocene |late paleocene|upper paleocene=early eocene |early eocene|lower eocene=middle eocene |middle eocene|mid eocene=late eocene |late eocene|upper eocene=early oligocene |early oligocene|lower oligocene=late oligocene |late oligocene|upper oligocene=early miocene |early miocene|lower miocene=middle miocene |middle miocene|mid miocene=late miocene |late miocene|upper miocene=early pliocene |early pliocene|lower pliocene=late pliocene |late pliocene|upper pliocene=holocene --> |fortunean|earliest cambrian=stage 2 |cambrian stage 2|stage 2=stage 3 |cambrian stage 3|stage 3=stage 4 |cambrian stage 4|stage 4|late early cambrian=stage 5 |cambrian stage 5|stage 5|early middle cambrian=drumian |drumian=guzhangian |guzhangian=upper cambrian<!-- fix! --> |paibian=tremadocian |tremadocian=floian |arenig|floian=dapingian |ordovician iii|dapingian|early middle ordovician=darriwilian |darriwilian=sandbian |ordovician v|sandbian=katian |early late ordovician=middle late ordovician |ordovician vi|katian|middle late ordovician=hirnantian |hirnantian=llandovery |llandovery=wenlock |wenlock=ludlow |ludlow=pridoli |pridoli=lochkovian |lochkovian=pragian |pragian|praghian=emsian |emsian=eifelian |eifelian=givetian |givetian=frasnian |frasnian=famennian |famennian=early mississippian |early mississippian|lower mississippian=middle mississippian |middle mississippian|mid mississippian=late mississippian |late mississippian|upper mississippian=early pennsylvanian |early pennsylvanian|lower pennsylvanian=middle pennsylvanian |middle pennsylvanian|mid pennsylvanian=late pennsylvanian |late pennsylvanian|upper pennsylvanian=asselian |namurian=westphalian |westphalian=stephanian |stephanian=permian |asselian=sakmarian |sakmarian=artinskian |artinskian=kungurian |kungurian=roadian |roadian|ufimian=wordian |wordian=capitanian |capitanian=wuchiapingian |wuchiapingian|longtanian=changhsingian |changhsingian=induan |induan=olenekian |olenekian|spathian=anisian |hydaspian=pelsonian |pelsonian=illirian |anisian|illirian=ladinian |lower ladinian=middle ladinian |middle ladinian=upper ladinian |ladinian|upper ladinian=carnian |carnian=norian |norian=rhaetian |rhaetian=hettangian |hettangian=sinemurian |sinemurian=pliensbachian |pliensbachian=toarcian |toarcian=aalenian |aalenian=bajocian |bajocian=bathonian |bathonian=callovian |callovian=oxfordian |oxfordian=kimmeridgian |kimmeridgian=tithonian |tithonian=berriasian |berriasian=valanginian |valanginian=hauterivian |hauterivian|neocomian=barremian |barremian=aptian |aptian=albian |albian=cenomanian |cenomanian=turonian |turonian|gallic=coniacian |coniacian=santonian |santonian=campanian |campanian=maastrichtian |maastrichtian=early paleocene |early paleocene|lower paleocene=middle paleocene |middle paleocene|mid paleocene=late paleocene |late paleocene|upper paleocene=early eocene |early eocene|lower eocene=middle eocene |middle eocene|mid eocene=late eocene |late eocene|upper eocene=early oligocene |early oligocene|lower oligocene=late oligocene |late oligocene|upper oligocene=early miocene |early miocene|lower miocene=middle miocene |middle miocene|mid miocene=late miocene |late miocene|upper miocene=early pliocene |early pliocene|lower pliocene=late pliocene |late pliocene|upper pliocene=early pleistocene |early pleistocene|lower pleistocene=middle pleistocene |middle pleistocene|mid pleistocene=late pleistocene |late pleistocene=holocene |rhuddanian=aeronian |aeronian=telychian |telychian=sheinwoodian |sheinwoodian=homerian |homerian=gorstian |gorstian=ludfordian |ludfordian=pridoli |famennian=tournaisian |tournaisian=visean |visean=serpukhovian |serpukhovian=bashkirian |bashkirian=moscovian |moscovian=kasimovian |kasimovian=gzhelian |gzhelian=asselian |asselian=sakmarian |sakmarian=artinskian |artinskian=kungurian |kungurian=roadian |roadian=wordian |wordian=capitanian |capitanian=wuchiapingian |wuchiapingian=changhsingian |puercan=torrejonian |torrejonian=tiffanian |tiffanian=clarkforkian |clarkforkian=wasatchian |wasatchian=bridgerian |bridgerian=uintan |uintan=duchesnean |duchesnean=chadronian |chadronian=orellan |orellan=whitneyan |whitneyan=arikareean |arikareean=hemingfordian |hemingfordian=barstovian |barstovian=clarendonian |clarendonian=hemphillian |hemphillian=blancan |blancan=irvingtonian |irvingtonian=rancholabrean |danian=selandian |selandian=thanetian |thanetian=ypresian |ypresian=lutetian |mp 10=mp 11 |lutetian|mp 11=bartonian |bartonian=priabonian |priabonian=rupelian |rupelian=chattian |chattian=aquitanian |aquitanian=burdigalian |burdigalian=langhian |langhian=serravallian |serravallian=tortonian |tortonian=messinian |messinian=zanclean |zanclean=piacenzian |piacenzian=gelasian |gelasian=calabrian |tertiary=quaternary |neogene=quaternary |holocene|quaternary|cenozoic|phanerozoic|now|recent|present=now |{{{1|{{PAGENAME}} }}} }}<noinclude>{{template doc}}</noinclude> b3e6f9cf099c71f019a4c98fbb9113ceae6e9dfb 10 98 195 194 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki <span style="font-weight:normal;">{{{1}}}</span><noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> </noinclude> a5bfaf2d8a3e54e084e1c261e8f9929dc7d83553 194 2008-07-10T23:49:25Z Mr.Z-man 0 Protected Template:Nobold: Heavily used template [edit=sysop:move=sysop] wikitext text/x-wiki <span style="font-weight:normal;">{{{1}}}</span><noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> </noinclude> a5bfaf2d8a3e54e084e1c261e8f9929dc7d83553 10 99 197 196 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki <span style="font-style:normal;">{{{1}}}</span><noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> </noinclude> 8ffc47df87016e078fb10b6af70e1216ced30ff7 196 2011-10-22T00:51:00Z Anomie 0 Protected Template:Noitalic: Fully protect to maintain the status quo when removing cascading from [[Template:Extinct]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <span style="font-style:normal;">{{{1}}}</span><noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> </noinclude> 8ffc47df87016e078fb10b6af70e1216ced30ff7 10 64 127 126 2013-05-08T17:44:24Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{{{small|}}}|yes | {{ombox/core | small = yes | type = {{{type|}}} | image = {{#if:{{{smallimage|}}}| {{{smallimage}}} | {{{image|}}} }} | imageright = {{#if:{{{smallimageright|}}} | {{{smallimageright}}} | {{{imageright|}}} }} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{#if:{{{smalltext|}}}| {{{smalltext}}} | {{{text}}} }} }} | {{ombox/core | type = {{{type|}}} | image = {{{image|}}} | imageright = {{{imageright|}}} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{{text}}} }} }}<noinclude>{{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --></noinclude> d85e66b545f5971e3bbe43a45c6d8af248e92849 126 2011-11-30T10:52:21Z Edokter 0 Add class parameter wikitext text/x-wiki {{#ifeq:{{{small|}}}|yes | {{ombox/core | small = yes | type = {{{type|}}} | image = {{#if:{{{smallimage|}}}| {{{smallimage}}} | {{{image|}}} }} | imageright = {{#if:{{{smallimageright|}}} | {{{smallimageright}}} | {{{imageright|}}} }} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{#if:{{{smalltext|}}}| {{{smalltext}}} | {{{text}}} }} }} | {{ombox/core | type = {{{type|}}} | image = {{{image|}}} | imageright = {{{imageright|}}} | class = {{{class|}}} | style = {{{style|}}} | textstyle = {{{textstyle|}}} | text = {{{text}}} }} }}<noinclude>{{documentation}}<!-- Add categories and interwikis to the /doc subpage, not here! --></noinclude> d85e66b545f5971e3bbe43a45c6d8af248e92849 10 422 843 842 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Ombox/shortcut]] 14781b54d4af9fa5c24c4a4361c9186d62706c4d 842 2010-12-17T15:59:09Z Thumperward 0 moved [[Template:Ombox/Shortcut]] to [[Template:Ombox/shortcut]]: lowercase subpage title, per template conventions wikitext text/x-wiki #REDIRECT [[Template:Ombox/shortcut]] 14781b54d4af9fa5c24c4a4361c9186d62706c4d 10 65 129 128 2013-05-08T17:44:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <table class="plainlinks ombox {{#ifeq:{{{small}}}|yes|mbox-small}} {{#switch:{{{type|}}} | speedy = ombox-speedy | delete = ombox-delete | content = ombox-content | style = ombox-style | move = ombox-move | protection = ombox-protection | notice <!-- notice = default --> | #default = ombox-notice }} {{{class|}}}" style="{{{style|}}}"> <tr> {{#ifeq:{{{image|}}}|none | <!-- No image. Cell with some width or padding necessary for text cell to have 100% width. --><td class="mbox-empty-cell"></td> | <td class="mbox-image"> {{#if:{{{image|}}} | {{{image}}} | [[Image:{{#switch:{{{type|}}} | speedy = Imbox speedy deletion.png | delete = Imbox deletion.png | content = Imbox content.png | style = Edit-clear.svg | move = Imbox move.png | protection = Imbox protection.png | notice <!-- notice = default --> | #default = Imbox notice.png }} | {{#ifeq:{{{small|}}}|yes | 30x30px | 40x40px }}|link=|alt=]] }}</td> }} <td class="mbox-text" style="{{{textstyle|}}}"> {{{text}}} </td> {{#if:{{{imageright|}}} | {{#ifeq:{{{imageright|}}}|none | <!-- No image. --> | <td class="mbox-imageright"> {{{imageright}}} </td> }} }} </tr> </table><!-- Detect and report usage with faulty "type" parameter: -->{{#switch:{{{type|}}} | <!-- No type fed, is also valid input --> | speedy | delete | content | style | move | protection | notice = <!-- Do nothing, valid "type" --> | #default = <div style="text-align: center;">This message box is using an invalid "type={{{type|}}}" parameter and needs fixing.</div>[[Category:Wikipedia message box parameter needs fixing|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --> }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 1d604e6e3104fd1c202a5350a44d81a99fc20d3a 128 2011-11-30T10:47:25Z Edokter 0 Add class parameter wikitext text/x-wiki <table class="plainlinks ombox {{#ifeq:{{{small}}}|yes|mbox-small}} {{#switch:{{{type|}}} | speedy = ombox-speedy | delete = ombox-delete | content = ombox-content | style = ombox-style | move = ombox-move | protection = ombox-protection | notice <!-- notice = default --> | #default = ombox-notice }} {{{class|}}}" style="{{{style|}}}"> <tr> {{#ifeq:{{{image|}}}|none | <!-- No image. Cell with some width or padding necessary for text cell to have 100% width. --><td class="mbox-empty-cell"></td> | <td class="mbox-image"> {{#if:{{{image|}}} | {{{image}}} | [[Image:{{#switch:{{{type|}}} | speedy = Imbox speedy deletion.png | delete = Imbox deletion.png | content = Imbox content.png | style = Edit-clear.svg | move = Imbox move.png | protection = Imbox protection.png | notice <!-- notice = default --> | #default = Imbox notice.png }} | {{#ifeq:{{{small|}}}|yes | 30x30px | 40x40px }}|link=|alt=]] }}</td> }} <td class="mbox-text" style="{{{textstyle|}}}"> {{{text}}} </td> {{#if:{{{imageright|}}} | {{#ifeq:{{{imageright|}}}|none | <!-- No image. --> | <td class="mbox-imageright"> {{{imageright}}} </td> }} }} </tr> </table><!-- Detect and report usage with faulty "type" parameter: -->{{#switch:{{{type|}}} | <!-- No type fed, is also valid input --> | speedy | delete | content | style | move | protection | notice = <!-- Do nothing, valid "type" --> | #default = <div style="text-align: center;">This message box is using an invalid "type={{{type|}}}" parameter and needs fixing.</div>[[Category:Wikipedia message box parameter needs fixing|{{main other|Main:}}{{FULLPAGENAME}}]]<!-- Sort on namespace --> }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 1d604e6e3104fd1c202a5350a44d81a99fc20d3a 10 423 845 844 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <table class="shortcutbox noprint" style="float: right; border: 1px solid #aaa; background: #fff; margin: 0; padding: 1px; text-align: center; line-height: 1.1em"><tr><th style="border: none; background: transparent;"><!-- Putting anchors on page: -->{{#if:{{{1|}}}|<span id="{{{1|}}}"></span> }}{{#if:{{{2|}}}|<span id="{{{2|}}}"></span> }}{{#if:{{{3|}}}|<span id="{{{3|}}}"></span> }}{{#if:{{{4|}}}|<span id="{{{4|}}}"></span> }}{{#if:{{{5|}}}|<span id="{{{5|}}}"></span> }}<!-- Adding the shortcut links: --><small>[[Wikipedia:Shortcut|Shortcut{{#if:{{{2|}}}|s}}]]: {{#if:{{{1|}}}|<br> [[{{{1}}}]] }}{{#if:{{{2|}}}|<br> [[{{{2}}}]] }}{{#if:{{{3|}}}|<br> [[{{{3}}}]] }}{{#if:{{{4|}}}|<br> [[{{{4}}}]] }}{{#if:{{{5|}}}|<br> [[{{{5}}}]] }}</small></table><!-- Reporting if the first parameter is not a valid non-bracketed shortcut name: -->{{#if:{{{1|}}} | {{#ifexist:{{{1|}}} | | [[Category:Wikipedia shortcut box first parameter needs fixing|{{PAGENAME}}]] }} }}<noinclude>{{documentation}}</noinclude> 254261b5beff3ea9f827e15fa6df2b2d5c06fb93 844 2012-02-19T18:18:31Z AGK 0 restore border wikitext text/x-wiki <table class="shortcutbox noprint" style="float: right; border: 1px solid #aaa; background: #fff; margin: 0; padding: 1px; text-align: center; line-height: 1.1em"><tr><th style="border: none; background: transparent;"><!-- Putting anchors on page: -->{{#if:{{{1|}}}|<span id="{{{1|}}}"></span> }}{{#if:{{{2|}}}|<span id="{{{2|}}}"></span> }}{{#if:{{{3|}}}|<span id="{{{3|}}}"></span> }}{{#if:{{{4|}}}|<span id="{{{4|}}}"></span> }}{{#if:{{{5|}}}|<span id="{{{5|}}}"></span> }}<!-- Adding the shortcut links: --><small>[[Wikipedia:Shortcut|Shortcut{{#if:{{{2|}}}|s}}]]: {{#if:{{{1|}}}|<br> [[{{{1}}}]] }}{{#if:{{{2|}}}|<br> [[{{{2}}}]] }}{{#if:{{{3|}}}|<br> [[{{{3}}}]] }}{{#if:{{{4|}}}|<br> [[{{{4}}}]] }}{{#if:{{{5|}}}|<br> [[{{{5}}}]] }}</small></table><!-- Reporting if the first parameter is not a valid non-bracketed shortcut name: -->{{#if:{{{1|}}} | {{#ifexist:{{{1|}}} | | [[Category:Wikipedia shortcut box first parameter needs fixing|{{PAGENAME}}]] }} }}<noinclude>{{documentation}}</noinclude> 254261b5beff3ea9f827e15fa6df2b2d5c06fb93 10 351 701 700 2013-05-08T17:45:53Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Oobox - Show taxobox by {Taxobox/core} for an oogenus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}} | veterovata = true<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }} | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- parent: this parameter should be called "taxon" not "parent" --> | parent = <includeonly>{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}</includeonly><noinclude>Veterovata</noinclude><!-- -- display_parents: Number of immediate parents to display. -- Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority or parent_authority (etc.): In format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #switch: {{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} | oogenus|oospecies|genus = ''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} | #default = {{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- -- colour: (Note UK spelling ) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --> | colour = rgb(255,192,203) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image_alt|}}} | image_caption = {{{image_caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_oogenus = {{{type_oogenus|}}} | type_oogenus_authority = {{{type_oogenus_authority|}}} | type_oospecies = {{{type_oospecies|}}} | type_oospecies_authority = {{{type_oospecies_authority|}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-eggshell taxa-- i.e., taxa from the tree of life and/or ichnos --> | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> 36116861bb67e57d040c85414c401ffa3b34d3ef 700 2013-04-25T09:38:29Z Stemonitis 0 fixing cleanup issue; this seemed to work on the sandbox; revert if not wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Oobox - Show taxobox by {Taxobox/core} for an oogenus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}} | veterovata = true<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }} | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- parent: this parameter should be called "taxon" not "parent" --> | parent = <includeonly>{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}</includeonly><noinclude>Veterovata</noinclude><!-- -- display_parents: Number of immediate parents to display. -- Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- authority or parent_authority (etc.): In format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #switch: {{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} | oogenus|oospecies|genus = ''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} | #default = {{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- -- colour: (Note UK spelling ) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --> | colour = rgb(255,192,203) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image_alt|}}} | image_caption = {{{image_caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_oogenus = {{{type_oogenus|}}} | type_oogenus_authority = {{{type_oogenus_authority|}}} | type_oospecies = {{{type_oospecies|}}} | type_oospecies_authority = {{{type_oospecies_authority|}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-eggshell taxa-- i.e., taxa from the tree of life and/or ichnos --> | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> 36116861bb67e57d040c85414c401ffa3b34d3ef 10 261 521 520 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === [[Template:Ichnobox]] [[Template:Taxobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> e3adfb9d90237b9a0738e87909147b04a9121d04 520 2011-01-28T22:14:09Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === [[Template:Ichnobox]] [[Template:Taxobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> e3adfb9d90237b9a0738e87909147b04a9121d04 10 39 77 76 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Oobox - Show taxobox by {Taxobox/core} for an oogenus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}} | veterovata = true<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }} | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- parent: this parameter should be called "taxon" not "parent" --> | parent = <includeonly>{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}</includeonly><noinclude>Veterovata</noinclude><!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #switch: {{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} | oogenus|oospecies|genus = ''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} | #default = {{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- -- colour: (Note UK spelling ) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --> | colour = rgb(255,192,203) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image_alt|}}} | image_caption = {{{image_caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_oogenus = {{{type_oogenus|}}} | type_oogenus_authority = {{{type_oogenus_authority|}}} | type_oospecies = {{{type_oospecies|}}} | type_oospecies_authority = {{{type_oospecies_authority|}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-eggshell taxa-- i.e., taxa from the tree of life and/or ichnos --> | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> eee17c63e6c3100a340e541f02f80c2043d035db 76 2013-04-25T09:32:38Z Stemonitis 0 add noinclude taxon to prevent listing in cleanup category wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Oobox - Show taxobox by {Taxobox/core} for an oogenus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}} | veterovata = true<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|}}}|{{geological range|{{{oldest fossil}}}|{{{youngest fossil|Recent}}} }} }} }} | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- -- parent: this parameter should be called "taxon" not "parent" --> | parent = <includeonly>{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}</includeonly><noinclude>Veterovata</noinclude><!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #switch: {{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} | oogenus|oospecies|genus = ''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} | #default = {{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{#ifeq:'|{{str rightmost|1='{{{name|}}}|2=1}}|{{#if:{{{italic name|}}}|[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{taxobox/italics|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |3={{taxobox/italics|{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} |4={{taxobox/italics|{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} }} }} }}|{{{name}}} }}<!-- -- -- colour: (Note UK spelling ) Generated by Template:Taxobox_colour, -- a switch-template that should be fed the taxon name. --> | colour = rgb(255,192,203) | image = {{{image|}}} | image_width = {{{image_width|}}} | image_alt = {{{image_alt|}}} | image_caption = {{{image_caption|}}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_oogenus = {{{type_oogenus|}}} | type_oogenus_authority = {{{type_oogenus_authority|}}} | type_oospecies = {{{type_oospecies|}}} | type_oospecies_authority = {{{type_oospecies_authority|}}} | subdivision = {{{subdivision|}}} <!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|rank}} }} }}} }}}<!-- POSSIBLE SUBDIVISIONS AND RANKS: Displayed below the known subdivisions; this should be reserved for non-eggshell taxa-- i.e., taxa from the tree of life and/or ichnos --> | possible_subdivision = {{{possible_subdivision|{{{possible subdivision|}}}}}} | possible_subdivision_ranks = {{{possible_subdivision_ranks|{{{possible subdivision ranks}}}}}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}[[Category:Biology infobox templates]]</noinclude> eee17c63e6c3100a340e541f02f80c2043d035db 10 322 643 642 2013-05-08T17:45:37Z Acwebadmin 1 1 revision wikitext text/x-wiki [[<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 309e63c84f8bf35907f041c0aec1e4e921e80897 642 2012-04-23T11:07:12Z AGK 0 Changed protection level of Template:Open link: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki [[<noinclude> {{pp-template}} [[Category:Taxobox templates]] </noinclude> 309e63c84f8bf35907f041c0aec1e4e921e80897 10 283 565 564 2013-05-08T17:44:43Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#ifexpr:{{{1|0}}}=0 |{{{{{|safesubst:}}}#ifexpr:abs{{{1|0}}}1=1 |0 |{{{{{|safesubst:}}}#expr:floor((ln(abs{{{1}}}1)/ln10)+1)}} }} |{{#expr:floor((ln(abs({{{1|0}}}) )/ln 10)+1E((abs{{{1|0}}}>1E100 or abs{{{1|0}}}<1E-100)-14))}} }}</includeonly><noinclude> {{documentation}} </noinclude> cdfaf15a862b5c629573701fb54acfb4ebf6e9d5 564 2012-11-11T23:13:04Z Jimp 0 wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#ifexpr:{{{1|0}}}=0 |{{{{{|safesubst:}}}#ifexpr:abs{{{1|0}}}1=1 |0 |{{{{{|safesubst:}}}#expr:floor((ln(abs{{{1}}}1)/ln10)+1)}} }} |{{#expr:floor((ln(abs({{{1|0}}}) )/ln 10)+1E((abs{{{1|0}}}>1E100 or abs{{{1|0}}}<1E-100)-14))}} }}</includeonly><noinclude> {{documentation}} </noinclude> cdfaf15a862b5c629573701fb54acfb4ebf6e9d5 10 100 199 198 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#Invoke:String|replace|{{PAGENAME}}|%s%(.*%)||plain=false}}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 605c3ae51ef5ea83fbf8cac4e3432175e6208593 198 2013-02-26T09:35:37Z Dragons flight 0 Lua version wikitext text/x-wiki {{#Invoke:String|replace|{{PAGENAME}}|%s%(.*%)||plain=false}}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 605c3ae51ef5ea83fbf8cac4e3432175e6208593 10 66 131 130 2013-05-08T17:44:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <code style="white-space:nowrap;"><nowiki>|</nowiki>{{#if:{{{1|}}}|{{{1}}}<nowiki>=</nowiki>}}{{{2|}}}</code><noinclude> {{Documentation}} <!--Categories and interwikis go near the bottom of the /doc subpage.--> </noinclude> e48f0b7dec4d33dbd25f9917ba6be1bce3cd9793 130 2013-02-18T14:11:52Z Redrose64 0 move the style="white-space:nowrap;" to outermost level, per [[Template talk:Para#Suggested changes]] wikitext text/x-wiki <code style="white-space:nowrap;"><nowiki>|</nowiki>{{#if:{{{1|}}}|{{{1}}}<nowiki>=</nowiki>}}{{{2|}}}</code><noinclude> {{Documentation}} <!--Categories and interwikis go near the bottom of the /doc subpage.--> </noinclude> e48f0b7dec4d33dbd25f9917ba6be1bce3cd9793 10 290 579 578 2013-05-08T17:44:56Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 578 2010-12-08T15:23:47Z Smith609 0 wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=parent}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 0861634beda06d1033c7e28a668821f4a65ed1e6 10 21 41 40 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:parv|{{lc:{{str_left|{{taxonomy/{{1x|{{{1}}}}}|rank}}|4}}}}|true}}<noinclude>[[Category:Taxobox templates]]</noinclude> 2474a5a216169295690178b9f1ce271cd2d60b46 40 2012-05-31T21:24:46Z WOSlinker 0 add cat wikitext text/x-wiki {{#ifeq:parv|{{lc:{{str_left|{{taxonomy/{{1x|{{{1}}}}}|rank}}|4}}}}|true}}<noinclude>[[Category:Taxobox templates]]</noinclude> 2474a5a216169295690178b9f1ce271cd2d60b46 10 424 847 846 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{{1}}}}} |phanerozoic=rgb(111,218,237) |cenozoic=rgb(246,236,57) |quaternary=rgb(254,246,145) |tertiary=rgb(242,249,2) |neogene=rgb(254,221,45) |holocene=rgb(254,241,224) |pleistocene=rgb(254,239,184) |upper pleistocene|tarantian=rgb(254,241,214) |middle pleistocene|ionian=rgb(254,240,204) |calabrian=rgb(254,239,193) |gelasian=rgb(254,238,173) |pliocene=rgb(254,248,166) |piacenzian=rgb(254,250,200) |zanclean=rgb(254,249,189) |miocene=rgb(254,239,0) |messinian=rgb(254,245,135) |tortonian=rgb(254,244,125) |serravallian=rgb(254,244,114) |langhian=rgb(254,243,102) |burdigalian=rgb(254,242,89) |aquitanian=rgb(254,241,77) |paleogene|palæogene|palaeogene=rgb(254,161,99) |oligocene=rgb(254,195,134) |chattian=rgb(254,228,178) |rupelian=rgb(254,217,162) |eocene=rgb(254,185,121) |priabonian=rgb(254,207,167) |bartonian=rgb(254,196,152) |lutetian=rgb(254,185,138) |ypresian=rgb(254,174,125) |paleocene|palæocene|palaeocene=rgb(254,173,110) |thanetian=rgb(254,195,125) |selandian=rgb(254,194,116) |danian=rgb(254,184,114) |mesozoic=rgb(7,202,234) |cretaceous=rgb(111,200,107) |late cretaceous|upper cretaceous=rgb(166,212,104) |maastrichtian=rgb(243,242,156) |campanian=rgb(234,237,147) |santonian=rgb(222,231,138) |coniacian=rgb(209,227,130) |turonian=rgb(195,223,121) |cenomanian=rgb(181,218,113) |early cretaceous|lower cretaceous=rgb(126,205,116) |albian=rgb(205,229,168) |aptian=rgb(191,225,159) |barremian=rgb(175,221,151) |hauterivian=rgb(158,215,142) |valanginian=rgb(141,210,133) |berriasian=rgb(124,206,124) |jurassic=rgb(0,187,231) |late jurassic|upper jurassic=rgb(151,227,250) |tithonian=rgb(207,240,252) |kimmeridgian=rgb(189,235,251) |oxfordian=rgb(171,231,251) |mid jurassic|middle jurassic=rgb(52,209,235) |callovian=rgb(174,230,240) |bathonian=rgb(156,226,239) |bajocian=rgb(135,222,238) |aalenian=rgb(111,218,237) |early jurassic|lower jurassic=rgb(0,183,234) |toarcian=rgb(116,209,240) |pliensbachian=rgb(60,201,239) |sinemurian=rgb(7,193,237) |hettangian=rgb(0,187,235) |triassic=rgb(153,78,150) |late triassic|upper triassic=rgb(198,152,194) |rhaetian=rgb(232,194,216) |norian=rgb(221,180,209) |carnian=rgb(209,166,201) |mid triassic|middle triassic=rgb(191,124,177) |ladinian=rgb(212,146,189) |anisian=rgb(201,134,182) |lower triassic|early triassic=rgb(173,87,154) |olenekian=rgb(194,106,165) |induan=rgb(184,97,160) |palæozoic|paleozoic|palaeozoic=rgb(146,195,160) |permian=rgb(247,88,60) |late permian|upper permian|lopingian=rgb(254,175,151) |changhsingian=rgb(254,198,179) |wuchiapingian=rgb(254,187,165) |middle permian|mid permian|guadalupian=rgb(254,131,103) |capitanian=rgb(254,163,138) |wordian=rgb(254,152,126) |roadian=rgb(254,142,114) |early permian|lower permian|cisuralian=rgb(247,110,84) |kungurian=rgb(239,148,127) |artinskian=rgb(239,138,116) |sakmarian=rgb(239,128,106) |asselian=rgb(240,119,95) |carboniferous=rgb(63,174,173) |upper carboniferous|pennsylvanian=rgb(138,198,195) |upper pennsylvanian=rgb(189,208,196) |gzhelian=rgb(203,213,205) |kasimovian=rgb(187,209,205) |middle pennsylvanian|mid pennsylvanian=rgb(157,202,196) |moscovian=rgb(174,205,196) |lower pennsylvanian=rgb(119,194,195) |bashkirian=rgb(138,198,195) |lower carboniferous|mississippian=rgb(97,157,126) |upper mississippian=rgb(187,192,130) |serpukhovian=rgb(200,194,129) |middle mississippian=rgb(155,185,131) |visean=rgb(171,188,130) |lower mississippian=rgb(122,178,132) |tournaisian=rgb(138,181,132) |devonian=rgb(221,150,81) |upper devonian|late devonian=rgb(244,224,169) |frasnian=rgb(243,235,204) |famennian=rgb(244,234,185) |middle devonian|mid devonian=rgb(246,200,122) |givetian=rgb(245,222,148) |eifelian=rgb(245,211,134) |lower devonian|early devonian=rgb(239,176,99) |emsian=rgb(236,207,135) |pragian|praghian=rgb(238,197,123) |lochkovian=rgb(238,186,110) |silurian=rgb(166,223,197) |latest silurian|pridoli=rgb(228,242,230) |late silurian|upper silurian|ludlow=rgb(180,229,219) |ludfordian=rgb(212,238,230) |gorstian=rgb(195,234,230) |middle silurian|mid silurian|wenlock=rgb(164,224,208) |homerian=rgb(197,233,219) |sheinwoodian=rgb(182,228,208) |lower silurian|early silurian|llandovery=rgb(126,215,198) |telychian=rgb(180,229,219) |aeronian=rgb(164,224,208) |rhuddanian=rgb(147,219,198) |ordovician=rgb(0,169,138) |upper ordovician|late ordovician=rgb(94,204,169) |hirnantian=rgb(149,218,188) |katian=rgb(129,214,188) |sandbian=rgb(114,208,169) |middle ordovician|mid ordovician=rgb(0,189,151) |darriwilian=rgb(53,201,178) |dapingian=rgb(18,197,169) |lower ordovician|early ordovician|tremadoc|ashgill=rgb(0,175,137) |floian=rgb(0,186,160) |tremadocian=rgb(0,182,152) |cambrian=rgb(129,170,114) |furongian|cambrian series 4|series 4=rgb(173,221,168) |cambrian stage 10|stage 10=rgb(229,241,209) |jiangshanian|cambrian stage 9|stage 9=rgb(216,236,198) |paibian=rgb(202,231,188) |cambrian series 3|series 3|middle cambrian|mid cambrian=rgb(161,207,155) |guzhangian=rgb(204,221,184) |drumian=rgb(191,216,173) |cambrian stage 5|stage 5=rgb(178,212,163) |cambrian series 2|lower cambrian|series 2=rgb(149,194,143) |cambrian stage 4|stage 4=rgb(180,203,160) |cambrian stage 3|stage 3=rgb(165,198,151) |terreneuvian|cambrian series 1|series 1=rgb(138,181,132) |cambrian stage 2|stage 2=rgb(168,189,147) |fortunian|cambrian stage 1|stage 1=rgb(154,186,139) |early cambrian=rgb(159,184,133)<!--Unofficial! --> |precambrian=rgb(254,91,113) |proterozoic=rgb(254,76,104) |neoproterozoic=rgb(254,183,87) |ediacaran=rgb(254,214,123) |cryogenian=rgb(254,204,111) |tonian=rgb(254,194,98) |mesoproterozoic=rgb(254,184,114) |stenian=rgb(254,217,162) |ectasian=rgb(254,206,148) |calymmian=rgb(254,195,134) |paleoproterozoic|palaeoproterozoic|palæoproterozoic=rgb(254,91,113) |statherian=rgb(254,134,161) |orosirian=rgb(254,123,148) |rhyacian=rgb(254,112,135) |siderian=rgb(254,101,123) |archean=rgb(254,0,124) |neoarchean=rgb(254,166,186) |mesoarchean=rgb(254,124,163) |paleoarchean|palæoarchean|palaeoarchean=rgb(254,91,151) |eoarchean=rgb(238,0,125) |hadean=rgb(203,3,129) }}<noinclude> {{documentation}} </noinclude> 35bb889674137c3aa75be5eabc1c32a2ce4034af 846 2013-03-31T12:21:16Z Redrose64 0 fixup duplicates per [[Template talk:Period color#Invalid areas of the code]] wikitext text/x-wiki {{#switch:{{lc:{{{1}}}}} |phanerozoic=rgb(111,218,237) |cenozoic=rgb(246,236,57) |quaternary=rgb(254,246,145) |tertiary=rgb(242,249,2) |neogene=rgb(254,221,45) |holocene=rgb(254,241,224) |pleistocene=rgb(254,239,184) |upper pleistocene|tarantian=rgb(254,241,214) |middle pleistocene|ionian=rgb(254,240,204) |calabrian=rgb(254,239,193) |gelasian=rgb(254,238,173) |pliocene=rgb(254,248,166) |piacenzian=rgb(254,250,200) |zanclean=rgb(254,249,189) |miocene=rgb(254,239,0) |messinian=rgb(254,245,135) |tortonian=rgb(254,244,125) |serravallian=rgb(254,244,114) |langhian=rgb(254,243,102) |burdigalian=rgb(254,242,89) |aquitanian=rgb(254,241,77) |paleogene|palæogene|palaeogene=rgb(254,161,99) |oligocene=rgb(254,195,134) |chattian=rgb(254,228,178) |rupelian=rgb(254,217,162) |eocene=rgb(254,185,121) |priabonian=rgb(254,207,167) |bartonian=rgb(254,196,152) |lutetian=rgb(254,185,138) |ypresian=rgb(254,174,125) |paleocene|palæocene|palaeocene=rgb(254,173,110) |thanetian=rgb(254,195,125) |selandian=rgb(254,194,116) |danian=rgb(254,184,114) |mesozoic=rgb(7,202,234) |cretaceous=rgb(111,200,107) |late cretaceous|upper cretaceous=rgb(166,212,104) |maastrichtian=rgb(243,242,156) |campanian=rgb(234,237,147) |santonian=rgb(222,231,138) |coniacian=rgb(209,227,130) |turonian=rgb(195,223,121) |cenomanian=rgb(181,218,113) |early cretaceous|lower cretaceous=rgb(126,205,116) |albian=rgb(205,229,168) |aptian=rgb(191,225,159) |barremian=rgb(175,221,151) |hauterivian=rgb(158,215,142) |valanginian=rgb(141,210,133) |berriasian=rgb(124,206,124) |jurassic=rgb(0,187,231) |late jurassic|upper jurassic=rgb(151,227,250) |tithonian=rgb(207,240,252) |kimmeridgian=rgb(189,235,251) |oxfordian=rgb(171,231,251) |mid jurassic|middle jurassic=rgb(52,209,235) |callovian=rgb(174,230,240) |bathonian=rgb(156,226,239) |bajocian=rgb(135,222,238) |aalenian=rgb(111,218,237) |early jurassic|lower jurassic=rgb(0,183,234) |toarcian=rgb(116,209,240) |pliensbachian=rgb(60,201,239) |sinemurian=rgb(7,193,237) |hettangian=rgb(0,187,235) |triassic=rgb(153,78,150) |late triassic|upper triassic=rgb(198,152,194) |rhaetian=rgb(232,194,216) |norian=rgb(221,180,209) |carnian=rgb(209,166,201) |mid triassic|middle triassic=rgb(191,124,177) |ladinian=rgb(212,146,189) |anisian=rgb(201,134,182) |lower triassic|early triassic=rgb(173,87,154) |olenekian=rgb(194,106,165) |induan=rgb(184,97,160) |palæozoic|paleozoic|palaeozoic=rgb(146,195,160) |permian=rgb(247,88,60) |late permian|upper permian|lopingian=rgb(254,175,151) |changhsingian=rgb(254,198,179) |wuchiapingian=rgb(254,187,165) |middle permian|mid permian|guadalupian=rgb(254,131,103) |capitanian=rgb(254,163,138) |wordian=rgb(254,152,126) |roadian=rgb(254,142,114) |early permian|lower permian|cisuralian=rgb(247,110,84) |kungurian=rgb(239,148,127) |artinskian=rgb(239,138,116) |sakmarian=rgb(239,128,106) |asselian=rgb(240,119,95) |carboniferous=rgb(63,174,173) |upper carboniferous|pennsylvanian=rgb(138,198,195) |upper pennsylvanian=rgb(189,208,196) |gzhelian=rgb(203,213,205) |kasimovian=rgb(187,209,205) |middle pennsylvanian|mid pennsylvanian=rgb(157,202,196) |moscovian=rgb(174,205,196) |lower pennsylvanian=rgb(119,194,195) |bashkirian=rgb(138,198,195) |lower carboniferous|mississippian=rgb(97,157,126) |upper mississippian=rgb(187,192,130) |serpukhovian=rgb(200,194,129) |middle mississippian=rgb(155,185,131) |visean=rgb(171,188,130) |lower mississippian=rgb(122,178,132) |tournaisian=rgb(138,181,132) |devonian=rgb(221,150,81) |upper devonian|late devonian=rgb(244,224,169) |frasnian=rgb(243,235,204) |famennian=rgb(244,234,185) |middle devonian|mid devonian=rgb(246,200,122) |givetian=rgb(245,222,148) |eifelian=rgb(245,211,134) |lower devonian|early devonian=rgb(239,176,99) |emsian=rgb(236,207,135) |pragian|praghian=rgb(238,197,123) |lochkovian=rgb(238,186,110) |silurian=rgb(166,223,197) |latest silurian|pridoli=rgb(228,242,230) |late silurian|upper silurian|ludlow=rgb(180,229,219) |ludfordian=rgb(212,238,230) |gorstian=rgb(195,234,230) |middle silurian|mid silurian|wenlock=rgb(164,224,208) |homerian=rgb(197,233,219) |sheinwoodian=rgb(182,228,208) |lower silurian|early silurian|llandovery=rgb(126,215,198) |telychian=rgb(180,229,219) |aeronian=rgb(164,224,208) |rhuddanian=rgb(147,219,198) |ordovician=rgb(0,169,138) |upper ordovician|late ordovician=rgb(94,204,169) |hirnantian=rgb(149,218,188) |katian=rgb(129,214,188) |sandbian=rgb(114,208,169) |middle ordovician|mid ordovician=rgb(0,189,151) |darriwilian=rgb(53,201,178) |dapingian=rgb(18,197,169) |lower ordovician|early ordovician|tremadoc|ashgill=rgb(0,175,137) |floian=rgb(0,186,160) |tremadocian=rgb(0,182,152) |cambrian=rgb(129,170,114) |furongian|cambrian series 4|series 4=rgb(173,221,168) |cambrian stage 10|stage 10=rgb(229,241,209) |jiangshanian|cambrian stage 9|stage 9=rgb(216,236,198) |paibian=rgb(202,231,188) |cambrian series 3|series 3|middle cambrian|mid cambrian=rgb(161,207,155) |guzhangian=rgb(204,221,184) |drumian=rgb(191,216,173) |cambrian stage 5|stage 5=rgb(178,212,163) |cambrian series 2|lower cambrian|series 2=rgb(149,194,143) |cambrian stage 4|stage 4=rgb(180,203,160) |cambrian stage 3|stage 3=rgb(165,198,151) |terreneuvian|cambrian series 1|series 1=rgb(138,181,132) |cambrian stage 2|stage 2=rgb(168,189,147) |fortunian|cambrian stage 1|stage 1=rgb(154,186,139) |early cambrian=rgb(159,184,133)<!--Unofficial! --> |precambrian=rgb(254,91,113) |proterozoic=rgb(254,76,104) |neoproterozoic=rgb(254,183,87) |ediacaran=rgb(254,214,123) |cryogenian=rgb(254,204,111) |tonian=rgb(254,194,98) |mesoproterozoic=rgb(254,184,114) |stenian=rgb(254,217,162) |ectasian=rgb(254,206,148) |calymmian=rgb(254,195,134) |paleoproterozoic|palaeoproterozoic|palæoproterozoic=rgb(254,91,113) |statherian=rgb(254,134,161) |orosirian=rgb(254,123,148) |rhyacian=rgb(254,112,135) |siderian=rgb(254,101,123) |archean=rgb(254,0,124) |neoarchean=rgb(254,166,186) |mesoarchean=rgb(254,124,163) |paleoarchean|palæoarchean|palaeoarchean=rgb(254,91,151) |eoarchean=rgb(238,0,125) |hadean=rgb(203,3,129) }}<noinclude> {{documentation}} </noinclude> 35bb889674137c3aa75be5eabc1c32a2ce4034af 10 425 849 848 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{Period start|{{next period|{{{1|{{PAGENAME}}}}}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 8cfa268066161fd50508a5df90b5c301a16c669e 848 2011-06-11T00:59:40Z Feezo 0 Protected Template:Period end: [[WP:High-risk templates|Highly visible template]]: Being used for vandalism ([edit=sysop] (indefinite)) wikitext text/x-wiki <includeonly>{{Period start|{{next period|{{{1|{{PAGENAME}}}}}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 8cfa268066161fd50508a5df90b5c301a16c669e 10 426 851 850 2013-05-08T17:46:28Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#expr:{{#switch:{{lc:{{{1|{{PAGENAME}}}}}}} <!-- We can also include notable dates which are subject to change, e.g. Burgess shale--> |burgess shale|mid middle cambrian<!--Mid middle is approximate; cf. Burgess Shale-->=505 |chengjiang=524 |sirius passet=525 |doushantou=570 |hadean|precambrian=4567.17 |archean |eoarchean|isuan=4000 |paleoarchean|palaeoarchean=3600 |mesoarchean=3200 |neoarchean=2800 |proterozoic |paleoproterozoic|palaeoproterozoic |siderian=2500 |rhyacian=2300 |orosirian=2050 |statherian=1800 |mesoproterozoic |calymmian=1600 | riphean|ectasian=1400 | stenian=1200 |neoproterozoic |tonian=1000 | cryogenian|baikalian=850 | ediacaran|vendian=635 | mayanian=1100 | sinian|sturtian=1050 |phanerozoic |paleozoic |cambrian |earliest cambrian|early cambrian|lower cambrian|terreneuvian|fortunian|manykaian|nemakit-daldynian=541.0 |caerfai|tommotian=530 |cambrian stage 2=529 |atdabanian|series 2|cambrian series 2|stage 3|cambrian stage 3|mid early cambrian|middle early cambrian=521 |botomian=522 |toyonian|late early cambrian|upper early cambrian|upper lower cambrian=516 |cambrian stage 4|stage 4=514 |middle cambrian|early middle cambrian|mid cambrian|series 3|cambrian series 3|cambrian stage 5|stage 5|st davids=509 |drumian=504.5 |guzhangian|nganasanian|mindyallan=500.5 |merioneth|furongian=497 |late cambrian|upper cambrian|paibian|franconian<!--unofficial and approximate!-->=497 |upper upper cambrian|late late cambrian|mansian=490<!--Arbritary number.--> | ordovician|early ordovician|lower ordovician|tremadocian=485.4 | late early ordovician=479 | arenig|floian=477.7 |dapingian|middle ordovician|mid ordovician|ordovician iii|early middle ordovician=470.0 | darriwilian=467.3 |late ordovician|upper ordovician|ordovician v|sandbian|early late ordovician=458.4 | ordovician vi|katian=453.0 | hirnantian=445.2 | middle late ordovician=455 | silurian|early silurian|lower silurian|llandovery|rhuddanian=443.4 |aeronian=440.8 |telychian=438.5 | wenlock|sheinwoodian=433.4 |homerian=430.5 |late silurian|upper silurian|ludlow|gorstian=427.4 |ludfordian=425.6 | pridoli|unnamed pridoli stage=423.0 | devonian|early devonian|lower devonian|lochkovian|downtonian<!--approx-->=419.2 | pragian|praghian=410.8 | emsian=407.6 |middle devonian|mid devonian|eifelian=393.3 | givetian=387.7 |late devonian|upper devonian|frasnian=382.7 | famennian=372.2 | early carboniferous|lower carboniferous|carboniferous|mississippian|early mississippian|lower mississippian|tournaisian=358.9 | middle mississippian|visean=346.7 | late mississippian|serpukhovian=330.9 | namurian=326 | upper carboniferous|late carboniferous|pennsylvanian|early pennsylvanian|lower pennsylvanian|bashkirian=323.2 | westphalian = 313 | middle pennsylvanian|moscovian=315.2 | late pennsylvanian|kasimovian=307.0 |stephanian=304 |gzhelian=303.7 | permian|early permian|lower permian|cisuralian|asselian=298.9 | sakmarian=295.5 | artinskian=290.1 | kungurian=279.3 | guadalupian=272.3 |middle permian|mid permian|roadian|ufimian=272.3 | wordian=268.8 | capitanian=265.1 |late permian|upper permian|lopingian|wuchiapingian|longtanian=259.9 | changhsingian=254.2 |mesozoic|triassic|early triassic|lower triassic|induan=252.2 | olenekian|spathian=251.2 |middle triassic|mid triassic|anisian=247.2 | ladinian=242 |late triassic|upper triassic|carnian=235 | norian=228 | rhaetian=208.5 | jurassic|early jurassic|lower jurassic|hettangian=201.3 | sinemurian=199.3 | pliensbachian=190.8 | toarcian=182.7 |middle jurassic|mid jurassic|aalenian=174.1 | bajocian=170.3 | bathonian=168.3 | callovian=166.1 |late jurassic|upper jurassic|oxfordian=163.5 | kimmeridgian=157.3 | tithonian=152.1 | cretaceous|early cretaceous|lower cretaceous|berriasian|neocomian=145.0 | valanginian=139.8 | hauterivian=132.8 | barremian|gallic=129.4 | aptian=125 | albian=113 |late cretaceous|upper cretaceous|cenomanian=100.5 | turonian=93.9 | coniacian|senonian=89.8 | santonian=86.3 | campanian=83.6 | maastrichtian=72.1 |cenozoic|paleogene|paleocene|early paleocene|lower paleocene|tertiary|danian=66.0 | puercan=65 | torrejonian=63.3 | middle paleocene|selandian=61.6 | tiffanian=60.2 | late paleocene|thanetian=59.2 | clarkforkian=56.8 |eocene|early eocene|lower eocene|ypresian|mp 10=56.0 |wasatchian=55.4 |bridgerian=50.3 | middle eocene|lutetian|mp 11=47.8 |uintan=46.2 |duchesnean=42 |bartonian=41.3 |chadronian=38 | late eocene|priabonian=38.0 |oligocene|early oligocene|lower oligocene|rupelian|orellan=33.9 |whitneyan=33.3 |arikeean=30.6 | late oligocene|chattian=28.1 | neogene|miocene|early miocene|lower miocene|aquitanian=23.03 |hemingfordian=20.6 |burdigalian=20.44 |barstovian=16.3 | middle miocene|langhian=15.97 |serravallian=13.82 |clarendonian=13.6 | late miocene|tortonian=11.62 |hemphillian=10.3 |messinian=7.246 |pliocene|early pliocene|lower pliocene|zanclean=5.333 |blancan=4.75 | late pliocene|piacenzian=3.600 |pleistocene|early pleistocene|lower pleistocene|gelasian=2.588 |calabrian=1.806 |irvingtonian=1.8 | middle pleistocene=0.781 |rancholabrean=.24 | late pleistocene=0.126 |quaternary=2.588<!-- ratified in doi:10.1002.2Fjqs.1338--> |holocene=0.0117 |now|recent|present|current=0}} round {{{2|5}}}}}</includeonly><noinclude>{{documentation}}</noinclude> dad2aa19a68b9820a2590db6479b62aefb956bf3 850 2012-11-15T11:29:44Z Mr. Stradivarius 0 Update to 2012 values per edit protected request wikitext text/x-wiki <includeonly>{{#expr:{{#switch:{{lc:{{{1|{{PAGENAME}}}}}}} <!-- We can also include notable dates which are subject to change, e.g. Burgess shale--> |burgess shale|mid middle cambrian<!--Mid middle is approximate; cf. Burgess Shale-->=505 |chengjiang=524 |sirius passet=525 |doushantou=570 |hadean|precambrian=4567.17 |archean |eoarchean|isuan=4000 |paleoarchean|palaeoarchean=3600 |mesoarchean=3200 |neoarchean=2800 |proterozoic |paleoproterozoic|palaeoproterozoic |siderian=2500 |rhyacian=2300 |orosirian=2050 |statherian=1800 |mesoproterozoic |calymmian=1600 | riphean|ectasian=1400 | stenian=1200 |neoproterozoic |tonian=1000 | cryogenian|baikalian=850 | ediacaran|vendian=635 | mayanian=1100 | sinian|sturtian=1050 |phanerozoic |paleozoic |cambrian |earliest cambrian|early cambrian|lower cambrian|terreneuvian|fortunian|manykaian|nemakit-daldynian=541.0 |caerfai|tommotian=530 |cambrian stage 2=529 |atdabanian|series 2|cambrian series 2|stage 3|cambrian stage 3|mid early cambrian|middle early cambrian=521 |botomian=522 |toyonian|late early cambrian|upper early cambrian|upper lower cambrian=516 |cambrian stage 4|stage 4=514 |middle cambrian|early middle cambrian|mid cambrian|series 3|cambrian series 3|cambrian stage 5|stage 5|st davids=509 |drumian=504.5 |guzhangian|nganasanian|mindyallan=500.5 |merioneth|furongian=497 |late cambrian|upper cambrian|paibian|franconian<!--unofficial and approximate!-->=497 |upper upper cambrian|late late cambrian|mansian=490<!--Arbritary number.--> | ordovician|early ordovician|lower ordovician|tremadocian=485.4 | late early ordovician=479 | arenig|floian=477.7 |dapingian|middle ordovician|mid ordovician|ordovician iii|early middle ordovician=470.0 | darriwilian=467.3 |late ordovician|upper ordovician|ordovician v|sandbian|early late ordovician=458.4 | ordovician vi|katian=453.0 | hirnantian=445.2 | middle late ordovician=455 | silurian|early silurian|lower silurian|llandovery|rhuddanian=443.4 |aeronian=440.8 |telychian=438.5 | wenlock|sheinwoodian=433.4 |homerian=430.5 |late silurian|upper silurian|ludlow|gorstian=427.4 |ludfordian=425.6 | pridoli|unnamed pridoli stage=423.0 | devonian|early devonian|lower devonian|lochkovian|downtonian<!--approx-->=419.2 | pragian|praghian=410.8 | emsian=407.6 |middle devonian|mid devonian|eifelian=393.3 | givetian=387.7 |late devonian|upper devonian|frasnian=382.7 | famennian=372.2 | early carboniferous|lower carboniferous|carboniferous|mississippian|early mississippian|lower mississippian|tournaisian=358.9 | middle mississippian|visean=346.7 | late mississippian|serpukhovian=330.9 | namurian=326 | upper carboniferous|late carboniferous|pennsylvanian|early pennsylvanian|lower pennsylvanian|bashkirian=323.2 | westphalian = 313 | middle pennsylvanian|moscovian=315.2 | late pennsylvanian|kasimovian=307.0 |stephanian=304 |gzhelian=303.7 | permian|early permian|lower permian|cisuralian|asselian=298.9 | sakmarian=295.5 | artinskian=290.1 | kungurian=279.3 | guadalupian=272.3 |middle permian|mid permian|roadian|ufimian=272.3 | wordian=268.8 | capitanian=265.1 |late permian|upper permian|lopingian|wuchiapingian|longtanian=259.9 | changhsingian=254.2 |mesozoic|triassic|early triassic|lower triassic|induan=252.2 | olenekian|spathian=251.2 |middle triassic|mid triassic|anisian=247.2 | ladinian=242 |late triassic|upper triassic|carnian=235 | norian=228 | rhaetian=208.5 | jurassic|early jurassic|lower jurassic|hettangian=201.3 | sinemurian=199.3 | pliensbachian=190.8 | toarcian=182.7 |middle jurassic|mid jurassic|aalenian=174.1 | bajocian=170.3 | bathonian=168.3 | callovian=166.1 |late jurassic|upper jurassic|oxfordian=163.5 | kimmeridgian=157.3 | tithonian=152.1 | cretaceous|early cretaceous|lower cretaceous|berriasian|neocomian=145.0 | valanginian=139.8 | hauterivian=132.8 | barremian|gallic=129.4 | aptian=125 | albian=113 |late cretaceous|upper cretaceous|cenomanian=100.5 | turonian=93.9 | coniacian|senonian=89.8 | santonian=86.3 | campanian=83.6 | maastrichtian=72.1 |cenozoic|paleogene|paleocene|early paleocene|lower paleocene|tertiary|danian=66.0 | puercan=65 | torrejonian=63.3 | middle paleocene|selandian=61.6 | tiffanian=60.2 | late paleocene|thanetian=59.2 | clarkforkian=56.8 |eocene|early eocene|lower eocene|ypresian|mp 10=56.0 |wasatchian=55.4 |bridgerian=50.3 | middle eocene|lutetian|mp 11=47.8 |uintan=46.2 |duchesnean=42 |bartonian=41.3 |chadronian=38 | late eocene|priabonian=38.0 |oligocene|early oligocene|lower oligocene|rupelian|orellan=33.9 |whitneyan=33.3 |arikeean=30.6 | late oligocene|chattian=28.1 | neogene|miocene|early miocene|lower miocene|aquitanian=23.03 |hemingfordian=20.6 |burdigalian=20.44 |barstovian=16.3 | middle miocene|langhian=15.97 |serravallian=13.82 |clarendonian=13.6 | late miocene|tortonian=11.62 |hemphillian=10.3 |messinian=7.246 |pliocene|early pliocene|lower pliocene|zanclean=5.333 |blancan=4.75 | late pliocene|piacenzian=3.600 |pleistocene|early pleistocene|lower pleistocene|gelasian=2.588 |calabrian=1.806 |irvingtonian=1.8 | middle pleistocene=0.781 |rancholabrean=.24 | late pleistocene=0.126 |quaternary=2.588<!-- ratified in doi:10.1002.2Fjqs.1338--> |holocene=0.0117 |now|recent|present|current=0}} round {{{2|5}}}}}</includeonly><noinclude>{{documentation}}</noinclude> dad2aa19a68b9820a2590db6479b62aefb956bf3 10 427 853 852 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude>{{template doc}}</noinclude><div id="Timeline-row" style="margin: 4px auto 0; clear:both; width:220px; padding:0px; height:18px; overflow:visible; border:1px #666; border-style:solid none; position:relative; z-index:0;"> <div style="position:absolute; height:100%; left:0px; width:{{#expr: {{period start|Cambrian}}/650*250}}px; padding-left:5px; text-align:left; background-color:{{period color|Ediacaran}}; {{linear-gradient|left|rgba(255,255,255,1), rgba(254,217,106,1) 15%, rgba(254,217,106,1)}}">[[Precambrian|PreЄ]]</div> {{fossil range/bar|Cambrian|Є}} {{fossil range/bar|Ordovician|O}} {{fossil range/bar|Silurian|S}} {{fossil range/bar|Devonian|D}} {{fossil range/bar|Carboniferous|C}} {{fossil range/bar|Permian|P}} {{fossil range/bar|Triassic|T}} {{fossil range/bar|Jurassic|J}} {{fossil range/bar|Cretaceous|K}} {{fossil range/bar|Paleogene|<small>Pg</small>}} {{fossil range/bar|Neogene|<small>N</small>}} <div id="end-border" style="position:absolute; height:100%; background-color:#666; width:1px; left:219px"></div><noinclude> [[Category:Geology templates|{{PAGENAME}}]] </noinclude> 677a1260b3e8415f57ab3762dcc8c154be4f3a36 852 2012-01-12T18:23:53Z Edokter 0 better method for fallback wikitext text/x-wiki <noinclude>{{template doc}}</noinclude><div id="Timeline-row" style="margin: 4px auto 0; clear:both; width:220px; padding:0px; height:18px; overflow:visible; border:1px #666; border-style:solid none; position:relative; z-index:0;"> <div style="position:absolute; height:100%; left:0px; width:{{#expr: {{period start|Cambrian}}/650*250}}px; padding-left:5px; text-align:left; background-color:{{period color|Ediacaran}}; {{linear-gradient|left|rgba(255,255,255,1), rgba(254,217,106,1) 15%, rgba(254,217,106,1)}}">[[Precambrian|PreЄ]]</div> {{fossil range/bar|Cambrian|Є}} {{fossil range/bar|Ordovician|O}} {{fossil range/bar|Silurian|S}} {{fossil range/bar|Devonian|D}} {{fossil range/bar|Carboniferous|C}} {{fossil range/bar|Permian|P}} {{fossil range/bar|Triassic|T}} {{fossil range/bar|Jurassic|J}} {{fossil range/bar|Cretaceous|K}} {{fossil range/bar|Paleogene|<small>Pg</small>}} {{fossil range/bar|Neogene|<small>N</small>}} <div id="end-border" style="position:absolute; height:100%; background-color:#666; width:1px; left:219px"></div><noinclude> [[Category:Geology templates|{{PAGENAME}}]] </noinclude> 677a1260b3e8415f57ab3762dcc8c154be4f3a36 10 366 731 730 2013-05-08T17:45:58Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#switch:{{lc:{{{1|}}}}} |kingdom|regnum=Kingdoms |phylum=Phyla |classis|class=Classes |ichnoclassis|ichnoclass=Ichnoclasses |ooclassis|ooclass=Ooclasses |ordo|order=Orders |ichnoordo|ichnoorder=Ichnoorders |oordo|oorder=Oorders 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|species=Species |ichnospecies=Ichnospecies |oospecies=Oospecies |included taxon = Included taxa |{{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}|{{error|Unrecognised rank: {{{1}}} <small>[[Template:pluralise rank|fix]]</small>[[Category:Automatic taxobox cleanup]]}}}}}}</includeonly><noinclude>{{documentation}}</noinclude> 298e18dd69c189d8cf35121fa19df4fac43f47d8 10 373 745 744 2013-05-08T17:45:59Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === If you came here after following a "fix" link: * Did a taxon exist, or was there another error message above the "fix" link? If there was, then resolve that first. * Click "Edit" and add the rank of the taxon in the taxobox that generated the error to this template. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 6b97a865e82b07e872c8d15939b1f35ec6f367b1 744 2011-01-28T22:20:59Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === If you came here after following a "fix" link: * Did a taxon exist, or was there another error message above the "fix" link? If there was, then resolve that first. * Click "Edit" and add the rank of the taxon in the taxobox that generated the error to this template. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 6b97a865e82b07e872c8d15939b1f35ec6f367b1 10 55 109 108 2013-05-08T17:44:22Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{{#switch:{{lc:{{{type}}}}} |move=<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:move}} |#default = <!--fallback value: null -->}} |sysop|yes|no }} |create=<!-- -->{{#if: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:create}} |#default = <!--fallback value: null -->}} |yes|no }} |pc1 =<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |pc1 = autoconfirmed <!-- this is the value that the PENDINGCHANGELEVEL magic word returns for pc1 --> |undefined = {{PENDINGCHANGELEVEL}} |#default = <!--fallback value: null -->}} |autoconfirmed |yes|no }} |pc2 =<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |pc2 = review <!-- this is the value that the PENDINGCHANGELEVEL magic word returns for pc2 --> |undefined = {{PENDINGCHANGELEVEL}} |#default = <!--fallback value: null -->}} |review |yes|no }} |#default<!--includes all other types-->=<!-- -->{{#if: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:edit}} |#default = <!--fallback value: null -->}} |{{#ifeq:{{#switch:{{lc:{{{disallowlevel|}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |#default = <!--fallback value: null-->}} |{{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:edit}} |#default = <!--fallback value: null -->}} |no|yes }} |no}} }}|yes|{{#ifeq:{{lc:{{{small|}}}}}|yes| {{#switch:{{lc:{{{type}}}}} | pc1 | pc2 = <div class="metadata topicon nopopups" id="protected-icon" style="display:none; 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Please discuss any suggested moves on the [[{{TALKPAGENAME}}|talk page]] or at [[Wikipedia:Requested moves]]. You can also [[Wikipedia:Requests for page protection|request]] that the page be unprotected. |office=If you can edit this page, please discuss all changes and additions on the [[{{TALKPAGENAME}}|talk page]] first. '''Do not remove protection from this page unless you are authorized by the Wikimedia Foundation to do so.''' |create=Please see the {{#if:{{{xfd|}}}|'''[[{{{xfd}}}|deletion discussion]]''' or the}} [{{fullurl:Special:Log|type=delete&page={{FULLPAGENAMEE}}}} deletion log] for details of why this page was deleted. If you would like to create a page at this title, you must first [[Wikipedia:Requests for page protection|request]] for it to be unprotected, or contact the administrator who deleted the page for the deleted material to be restored. If unsuccessful, you can use [[Wikipedia:Deletion review|deletion review]]. }}}}} }} }}|<includeonly>[[Category:Wikipedia pages with incorrect protection templates]]</includeonly>}}<!--End if small--><includeonly>{{#ifeq:{{lc:{{{categories|no}}}}}|no||{{{categories|}}}}}</includeonly><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> b772a2949522647bbd80be56eb3cfb20b00496b0 108 2013-02-26T18:07:28Z Mr. Stradivarius 0 Different positions for pc1 and pc2 padlocks wikitext text/x-wiki {{#ifeq:{{#switch:{{lc:{{{type}}}}} |move=<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:move}} |#default = <!--fallback value: null -->}} |sysop|yes|no }} |create=<!-- -->{{#if: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:create}} |#default = <!--fallback value: null -->}} |yes|no }} |pc1 =<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |pc1 = autoconfirmed <!-- this is the value that the PENDINGCHANGELEVEL magic word returns for pc1 --> |undefined = {{PENDINGCHANGELEVEL}} |#default = <!--fallback value: null -->}} |autoconfirmed |yes|no }} |pc2 =<!-- -->{{#ifeq: {{#switch:{{lc:{{{demolevel|undefined}}}}} |pc2 = review <!-- this is the value that the PENDINGCHANGELEVEL magic word returns for pc2 --> |undefined = {{PENDINGCHANGELEVEL}} |#default = <!--fallback value: null -->}} |review |yes|no }} |#default<!--includes all other types-->=<!-- -->{{#if: {{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:edit}} |#default = <!--fallback value: null -->}} |{{#ifeq:{{#switch:{{lc:{{{disallowlevel|}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |#default = <!--fallback value: null-->}} |{{#switch:{{lc:{{{demolevel|undefined}}}}} |semi |autoconfirmed = autoconfirmed |administrator |full |sysop = sysop |undefined = {{PROTECTIONLEVEL:edit}} |#default = <!--fallback value: null -->}} |no|yes }} |no}} }}|yes|{{#ifeq:{{lc:{{{small|}}}}}|yes| {{#switch:{{lc:{{{type}}}}} | pc1 | pc2 = <div class="metadata topicon nopopups" id="protected-icon" style="display:none; right:25px;"> | #default = <div class="metadata topicon nopopups" id="protected-icon" style="display:none; right:55px;"> }}[[Image:{{{image|{{#switch:{{lc:{{{type}}}}} |full=Padlock.svg |semi=Padlock-silver.svg |pc1=Padlock-silver-light.svg |pc2=Padlock-orange.svg |move=Padlock-olive.svg |indef=Padlock-red.svg |office=Padlock-black.svg |create=Padlock-skyblue.svg |#default=Transparent.gif }}}}}|20px|link={{{icon-link|Wikipedia:Protection policy#{{lc:{{{type}}}}}}}}|{{{icon-text|{{#switch:{{lc:{{{type}}}}} |pc1 = All edits by unregistered and new users are subject to review |pc2 = All edits by users who are not reviewers or administrators are subject to review |#default = This {{pp-meta/pagetype}} is {{#switch:{{lc:{{{type}}}}} |semi=semi- |move=move- |indef=permanently<nowiki> </nowiki> |create=creation- |office=<!--null, but should this have a special tag?--> |full |#default=<!--null--> }}protected }}{{#ifeq:{{lc:{{{type}}}}}|indef||{{#if:{{{expiry|}}}|<nowiki> </nowiki>until {{#time:F j, Y|{{{expiry}}}}}}}}}{{#if:{{{icon-reason|}}}|<nowiki> </nowiki>{{{icon-reason}}}}}.}}}|alt=Page {{#switch:{{lc:{{{type}}}}} |pc1=protected with pending changes level 1 |pc2=protected with pending changes level 2 |semi=semi-protected |move=move-protected |indef=permanently protected |create=creation-protected |office=protected<!--should this have a special tag?--> |full |#default=protected }}]]</div> |<!-- else, not small --> {{mbox | name = {{{name|Pp-meta}}} | subst = {{{subst|}}} | demospace = {{{demospace|}}} | type = protection | image = [[Image:{{{image|{{#switch:{{lc:{{{type}}}}} |full=Padlock.svg |semi=Padlock-silver.svg |pc1=Padlock-silver-light.svg |pc2=Padlock-orange.svg |move=Padlock-olive.svg |indef=Padlock-red.svg |office=Padlock-black.svg |create=Padlock-skyblue.svg |#default=Transparent.gif }}}}}|40px|{{{icon-text|This page is {{#switch:{{lc:{{{type}}}}} |pc1=protected with pending changes level 1 |pc2=protected with pending changes level 2 |semi=semi-protected |move=move-protected |indef=permanently protected |create=creation-protected |office=protected<!--should this have a special tag?--> |full |#default=protected }}.}}}]] | text = '''{{{reason-text|{{#switch:{{lc:{{{type}}}}} |full=This page is currently [[Wikipedia:This page is protected|protected]] from editing |semi=Editing of this {{pp-meta/pagetype}} by [[Wikipedia:User access levels#Autoconfirmed_users|new]] or [[Wikipedia:User access levels#Anonymous_users|unregistered]] users is currently [[Wikipedia:Protection policy|disabled]] |pc1=All edits made to this {{pp-meta/pagetype}} by [[Wikipedia:User access levels#Autoconfirmed_users|new]] or [[Wikipedia:User access levels#Anonymous_users|unregistered]] users are currently [[Wikipedia:Pending changes|subject to review]] |pc2=All edits made to this {{pp-meta/pagetype}} by users who are not [[Wikipedia:Reviewing|reviewers]] or [[Wikipedia:Administrators|administrators]] are currently [[Wikipedia:Pending changes|subject to review]] |move=This {{pp-meta/pagetype}} is currently [[Wikipedia:This page is protected|protected]] from [[Help:Moving a page|page moves]] |indef=This page is [[Wikipedia:This page is protected|protected]] from editing ''indefinitely'' |office=This {{pp-meta/pagetype}} is currently [[Wikipedia:This page is protected|protected]] from editing |create=[[Help:Starting a new page|Recreation]] of this {{pp-meta/pagetype}} [[Wikipedia:This page is protected|has been disabled]] }}{{#ifeq:{{lc:{{{type}}}}}|indef||{{#if:{{{expiry|}}}|&#32;until {{#time:F j, Y|{{{expiry}}}}}}}}}{{{reason<includeonly>|</includeonly>}}}.}}}'''<br /> {{{explanation-text|{{#ifeq:{{lc:{{{dispute}}}}}|yes|This protection is '''not''' an endorsement of the {{#ifeq:{{{type}}}|move|[{{fullurl:Special:Log|type=move&page={{FULLPAGENAMEE}}}} current title]|[{{fullurl:{{FULLPAGENAMEE}}|action=history}} current version]}}.}} See the [[Wikipedia:Protection policy|protection policy]] and [{{fullurl:Special:Log|type={{#switch:{{lc:{{{type}}}}} | pc1 | pc2 = stable | #default = protect }}&page={{FULLPAGENAMEE}}}} {{#switch:{{lc:{{{type}}}}} | pc1 | pc2 = pending changes | #default = protection }} log] for more details. {{#switch:{{lc:{{{type}}}}} |full|indef=Please discuss any changes on the [[{{TALKPAGENAME}}#{{#if:{{{section|}}}|{{{section}}}|top}}|talk page]]; you may use the {{tlx|editprotected}} template to ask an [[Wikipedia:Administrator|administrator]] to make an edit if it is supported by [[Wikipedia:Consensus|consensus]]. {{#ifeq:{{NAMESPACE}}|{{ns:8}}<!--MediaWiki-->||You may also [[Wikipedia:Requests for page protection|request]] that this page be unprotected.}} |semi=If you cannot edit this {{pp-meta/pagetype}} and you wish to make a change, you can {{#ifeq:{{NAMESPACE}}|{{TALKSPACE}}||[[Template:Editsemiprotected|request an edit]], [[{{TALKPAGENAME}}|discuss changes on the talk page]],}} [[Wikipedia:Requests for page protection#Current requests for unprotection|request unprotection]], [[Special:Userlogin|log in]], or [[Special:UserLogin/signup|create an account]]. |move=The page may still be edited but cannot be moved until unprotected. Please discuss any suggested moves on the [[{{TALKPAGENAME}}|talk page]] or at [[Wikipedia:Requested moves]]. You can also [[Wikipedia:Requests for page protection|request]] that the page be unprotected. |office=If you can edit this page, please discuss all changes and additions on the [[{{TALKPAGENAME}}|talk page]] first. '''Do not remove protection from this page unless you are authorized by the Wikimedia Foundation to do so.''' |create=Please see the {{#if:{{{xfd|}}}|'''[[{{{xfd}}}|deletion discussion]]''' or the}} [{{fullurl:Special:Log|type=delete&page={{FULLPAGENAMEE}}}} deletion log] for details of why this page was deleted. If you would like to create a page at this title, you must first [[Wikipedia:Requests for page protection|request]] for it to be unprotected, or contact the administrator who deleted the page for the deleted material to be restored. If unsuccessful, you can use [[Wikipedia:Deletion review|deletion review]]. }}}}} }} }}|<includeonly>[[Category:Wikipedia pages with incorrect protection templates]]</includeonly>}}<!--End if small--><includeonly>{{#ifeq:{{lc:{{{categories|no}}}}}|no||{{{categories|}}}}}</includeonly><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> b772a2949522647bbd80be56eb3cfb20b00496b0 10 56 111 110 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{pp-meta |type={{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi |administrator |full |sysop=indef |move=move |#default=indef<!--fallback value-->}} |small={{{small|yes}}} |demospace={{{demospace|}}} |demolevel={{#ifeq:{{PAGENAME}}/{{NAMESPACE}}|{{SUBPAGENAME}}/{{ns:Template}}|{{{demolevel|undefined}}}|{{#ifeq:{{lc:{{SUBPAGENAME}}}}|sandbox|sysop|{{{demolevel|undefined}}}}}}} |expiry=<!--not applicable--> |dispute=no |icon-text=This {{#ifeq:{{NAMESPACE}}|{{ns:6}}|image, included in a high-risk template or message,|high-risk template}} is indefinitely {{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi-protected from editing |move=move-protected |administrator |full |sysop |#default=<!--fallback value-->protected from editing}} to prevent vandalism. |reason-text=This {{#switch:{{NAMESPACE}} |{{ns:image}}=image, used in one or more [[Wikipedia:High-risk templates|high-risk templates]]{{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed= |administrator |full |sysop=<nowiki> </nowiki>and/or [[Special:Allmessages|system messages]], |#default=<!--fallback value-->}} |#default=[[Wikipedia:High-risk templates|high-risk template]] }} has been [[Wikipedia:This page is protected|{{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi- |move=move- |administrator |full |sysop<!--uses default--> |#default=<!--fallback value-->}}protected]]{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop||<nowiki> </nowiki>from editing}} to prevent [[Wikipedia:Vandalism|vandalism]]. {{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed= |administrator |full |sysop<!--uses default--> |#default={{#switch:{{NAMESPACE}}|{{ns:image}}=<br /><small>'''Do not move this image''' to [[commons:|Wikimedia Commons]].</small>}}}} |categories={{{categories|{{#ifeq:{{NAMESPACE}}|{{ns:10}}|{{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=[[Category:Wikipedia semi-protected templates|{{PAGENAME}}]]{{#ifeq:{{PROTECTIONLEVEL:move}}|sysop|[[Category:Wikipedia move-protected templates|{{PAGENAME}}]]}} |move=[[Category:Wikipedia move-protected templates|{{PAGENAME}}]] |administrator |full |sysop<!--uses default--> |#default=[[Category:Wikipedia protected templates|{{PAGENAME}}]]<!--fallback value-->}}}}{{#ifeq:{{NAMESPACE}}|{{ns:6}}|[[Category:{{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed=Semi-protected |administrator |full |sysop<!--uses default--> |#default=Protected<!--fallback value-->}} images|{{PAGENAME}}]]}}}}}}}</includeonly><noinclude> {{pp-template|categories=no}} <!-- Show the small version --> {{pp-template|small=no}} <!-- Show the large version --> {{Documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 0d030cd86ead62111ebfa1ebb1dbf1cf74ee20cf 110 2010-10-16T08:52:10Z WOSlinker 0 remove tracking cat wikitext text/x-wiki <includeonly>{{pp-meta |type={{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi |administrator |full |sysop=indef |move=move |#default=indef<!--fallback value-->}} |small={{{small|yes}}} |demospace={{{demospace|}}} |demolevel={{#ifeq:{{PAGENAME}}/{{NAMESPACE}}|{{SUBPAGENAME}}/{{ns:Template}}|{{{demolevel|undefined}}}|{{#ifeq:{{lc:{{SUBPAGENAME}}}}|sandbox|sysop|{{{demolevel|undefined}}}}}}} |expiry=<!--not applicable--> |dispute=no |icon-text=This {{#ifeq:{{NAMESPACE}}|{{ns:6}}|image, included in a high-risk template or message,|high-risk template}} is indefinitely {{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi-protected from editing |move=move-protected |administrator |full |sysop |#default=<!--fallback value-->protected from editing}} to prevent vandalism. |reason-text=This {{#switch:{{NAMESPACE}} |{{ns:image}}=image, used in one or more [[Wikipedia:High-risk templates|high-risk templates]]{{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed= |administrator |full |sysop=<nowiki> </nowiki>and/or [[Special:Allmessages|system messages]], |#default=<!--fallback value-->}} |#default=[[Wikipedia:High-risk templates|high-risk template]] }} has been [[Wikipedia:This page is protected|{{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=semi- |move=move- |administrator |full |sysop<!--uses default--> |#default=<!--fallback value-->}}protected]]{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop||<nowiki> </nowiki>from editing}} to prevent [[Wikipedia:Vandalism|vandalism]]. {{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed= |administrator |full |sysop<!--uses default--> |#default={{#switch:{{NAMESPACE}}|{{ns:image}}=<br /><small>'''Do not move this image''' to [[commons:|Wikimedia Commons]].</small>}}}} |categories={{{categories|{{#ifeq:{{NAMESPACE}}|{{ns:10}}|{{#switch:{{{demolevel|{{#ifeq:{{PROTECTIONLEVEL:edit}}-{{PROTECTIONLEVEL:move}}|-sysop|move|{{PROTECTIONLEVEL:edit}}}}}}} |semi |autoconfirmed=[[Category:Wikipedia semi-protected templates|{{PAGENAME}}]]{{#ifeq:{{PROTECTIONLEVEL:move}}|sysop|[[Category:Wikipedia move-protected templates|{{PAGENAME}}]]}} |move=[[Category:Wikipedia move-protected templates|{{PAGENAME}}]] |administrator |full |sysop<!--uses default--> |#default=[[Category:Wikipedia protected templates|{{PAGENAME}}]]<!--fallback value-->}}}}{{#ifeq:{{NAMESPACE}}|{{ns:6}}|[[Category:{{#switch:{{{demolevel|{{PROTECTIONLEVEL:edit}}}}} |semi |autoconfirmed=Semi-protected |administrator |full |sysop<!--uses default--> |#default=Protected<!--fallback value-->}} images|{{PAGENAME}}]]}}}}}}}</includeonly><noinclude> {{pp-template|categories=no}} <!-- Show the small version --> {{pp-template|small=no}} <!-- Show the large version --> {{Documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 0d030cd86ead62111ebfa1ebb1dbf1cf74ee20cf 10 57 113 112 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki <span class="noprint plainlinks purgelink">[{{fullurl:{{{page|{{FULLPAGENAME}}}}}|action=purge}} <span title="Purge this page">{{{1|Purge}}}</span>]</span><noinclude> {{documentation}} </noinclude> 45345e0b7118c544dac81002757200f474f0f999 112 2010-10-01T18:54:24Z WOSlinker 0 remove {{pp-template}} wikitext text/x-wiki <span class="noprint plainlinks purgelink">[{{fullurl:{{{page|{{FULLPAGENAME}}}}}|action=purge}} <span title="Purge this page">{{{1|Purge}}}</span>]</span><noinclude> {{documentation}} </noinclude> 45345e0b7118c544dac81002757200f474f0f999 10 403 805 804 2013-05-08T17:46:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a428c21db8863317fe4315f2ba503149ecc4cbdf 804 2010-12-08T15:25:17Z Smith609 0 [[WP:AES|←]]Created page with '{{Taxonomy/{{{1|}}} |machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{Taxonomy/{{{1|}}} |machine code=rank}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> a428c21db8863317fe4315f2ba503149ecc4cbdf 10 428 855 854 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Hatnote|<!-- -->"{{{1}}}" redirects here. For {{#if:{{{2|}}}|{{{2}}}|other uses}}, see {{#if:{{{3|}}}|[[:{{{3}}}]]{{#ifeq:{{{4|}}}|and|&#32;and {{#if:{{{5|}}}|[[:{{{5}}}]]|[[{{{1}}} (disambiguation)]]}}}}|[[{{{1}}} (disambiguation)]]}}.<!-- -->{{#if:{{{2|}}}|{{#if:{{{4|}}}|<!-- -->{{#ifeq:{{{4|}}}|and||<!-- "and" is a special word, don't output "For and, ..." -->&#32;&#32;For {{#ifeq:{{{4}}}|1|other uses|{{{4}}}}}, see {{#if:{{{5|}}}|[[:{{{5}}}]]{{#ifeq:{{{6|}}}|and|&#32;and {{#if:{{{7|}}}|[[:{{{7}}}]]|[[{{{4}}} (disambiguation)]]}}}}|[[{{{4}}} (disambiguation)]]}}.}}<!-- -->{{#if:{{{6|}}}|<!-- -->{{#ifeq:{{{6|}}}|and||<!-- -->&#32;&#32;For {{#ifeq:{{{6}}}|1|other uses|{{{6}}}}}, see {{#if:{{{7|}}}|[[:{{{7}}}]]{{#ifeq:{{{8|}}}|and|&#32;and {{#if:{{{9|}}}|[[:{{{9}}}]]|[[{{{6}}} (disambiguation)]]}}}}|[[{{{6}}} (disambiguation)]]}}.}}<!-- -->{{#if:{{{8|}}}|<!-- -->{{#ifeq:{{{8|}}}|and||<!-- -->&#32;&#32;For {{#ifeq:{{{8}}}|1|other uses|{{{8}}}}}, see {{#if:{{{9|}}}|[[:{{{9}}}]]|[[{{{8}}} (disambiguation)]]}}.}}<!-- -->}}<!-- -->}}<!-- -->}}}}}}{{#switch:{{{1<noinclude>|REDIRECT</noinclude>}}}|REDIRECT|REDIRECT1|REDIRECT2|REDIRECT3|TERM = | #default = {{#ifexist:{{{1}}}||[[Category:Missing redirects]]}}}}<noinclude> {{Documentation}} </noinclude> bb861caa9886d2b8d3f15c43ce1c334ca5105db5 854 2011-10-24T00:27:47Z Rich Farmbrough 0 wikitext text/x-wiki {{Hatnote|<!-- -->"{{{1}}}" redirects here. For {{#if:{{{2|}}}|{{{2}}}|other uses}}, see {{#if:{{{3|}}}|[[:{{{3}}}]]{{#ifeq:{{{4|}}}|and|&#32;and {{#if:{{{5|}}}|[[:{{{5}}}]]|[[{{{1}}} (disambiguation)]]}}}}|[[{{{1}}} (disambiguation)]]}}.<!-- -->{{#if:{{{2|}}}|{{#if:{{{4|}}}|<!-- -->{{#ifeq:{{{4|}}}|and||<!-- "and" is a special word, don't output "For and, ..." -->&#32;&#32;For {{#ifeq:{{{4}}}|1|other uses|{{{4}}}}}, see {{#if:{{{5|}}}|[[:{{{5}}}]]{{#ifeq:{{{6|}}}|and|&#32;and {{#if:{{{7|}}}|[[:{{{7}}}]]|[[{{{4}}} (disambiguation)]]}}}}|[[{{{4}}} (disambiguation)]]}}.}}<!-- -->{{#if:{{{6|}}}|<!-- -->{{#ifeq:{{{6|}}}|and||<!-- -->&#32;&#32;For {{#ifeq:{{{6}}}|1|other uses|{{{6}}}}}, see {{#if:{{{7|}}}|[[:{{{7}}}]]{{#ifeq:{{{8|}}}|and|&#32;and {{#if:{{{9|}}}|[[:{{{9}}}]]|[[{{{6}}} (disambiguation)]]}}}}|[[{{{6}}} (disambiguation)]]}}.}}<!-- -->{{#if:{{{8|}}}|<!-- -->{{#ifeq:{{{8|}}}|and||<!-- -->&#32;&#32;For {{#ifeq:{{{8}}}|1|other uses|{{{8}}}}}, see {{#if:{{{9|}}}|[[:{{{9}}}]]|[[{{{8}}} (disambiguation)]]}}.}}<!-- -->}}<!-- -->}}<!-- -->}}}}}}{{#switch:{{{1<noinclude>|REDIRECT</noinclude>}}}|REDIRECT|REDIRECT1|REDIRECT2|REDIRECT3|TERM = | #default = {{#ifexist:{{{1}}}||[[Category:Missing redirects]]}}}}<noinclude> {{Documentation}} </noinclude> bb861caa9886d2b8d3f15c43ce1c334ca5105db5 10 232 463 462 2013-05-08T17:44:38Z Acwebadmin 1 1 revision wikitext text/x-wiki <div class="reflist <!-- -->{{#if: {{{1|}}} | {{#iferror: {{#ifexpr: {{{1|1}}} > 1 }} | references-column-width | references-column-count references-column-count-{{#if:1|{{{1}}}}} }} | {{#if: {{{colwidth|}}} | references-column-width }} }}" style="<!-- -->{{#if: {{{1|}}} | {{#iferror: {{#ifexpr: {{{1|1}}} > 1 }} | {{column-width|{{#if:1|{{{1}}}}}}} | {{column-count|{{#if:1|{{{1}}}}}}} }} | {{#if: {{{colwidth|}}} | {{column-width|{{{colwidth}}}}} }} }} list-style-type: <!-- -->{{{liststyle|{{#switch: {{{group|}}} | upper-alpha | upper-roman | lower-alpha | lower-greek | lower-roman = {{{group}}} | #default = decimal}}}}};"> {{#tag:references|{{{refs|}}}|group={{{group|}}}}}</div><noinclude> {{documentation}}</noinclude> 8132552667e8743d5d3c6befd0d735e0b65d2374 462 2012-08-05T17:49:47Z Edokter 0 fix pre-space bug wikitext text/x-wiki <div class="reflist <!-- -->{{#if: {{{1|}}} | {{#iferror: {{#ifexpr: {{{1|1}}} > 1 }} | references-column-width | references-column-count references-column-count-{{#if:1|{{{1}}}}} }} | {{#if: {{{colwidth|}}} | references-column-width }} }}" style="<!-- -->{{#if: {{{1|}}} | {{#iferror: {{#ifexpr: {{{1|1}}} > 1 }} | {{column-width|{{#if:1|{{{1}}}}}}} | {{column-count|{{#if:1|{{{1}}}}}}} }} | {{#if: {{{colwidth|}}} | {{column-width|{{{colwidth}}}}} }} }} list-style-type: <!-- -->{{{liststyle|{{#switch: {{{group|}}} | upper-alpha | upper-roman | lower-alpha | lower-greek | lower-roman = {{{group}}} | #default = decimal}}}}};"> {{#tag:references|{{{refs|}}}|group={{{group|}}}}}</div><noinclude> {{documentation}}</noinclude> 8132552667e8743d5d3c6befd0d735e0b65d2374 10 429 857 856 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Reflist]] {{This is a redirect|from template shortcut}} [[Category:Protected redirects]] d356589e5eaa24cd2d3da39a6e985575858413e0 856 2011-04-15T21:46:06Z Woody 0 edit protected request per talkpage wikitext text/x-wiki #REDIRECT [[Template:Reflist]] {{This is a redirect|from template shortcut}} [[Category:Protected redirects]] d356589e5eaa24cd2d3da39a6e985575858413e0 10 79 157 156 2013-05-08T17:44:26Z Acwebadmin 1 1 revision wikitext text/x-wiki <div class="rellink{{#if:{{{extraclasses|}}}|<nowiki> </nowiki>{{{extraclasses}}}}}">{{{1}}}</div><noinclude> {{documentation}} </noinclude> 11d95fa01969ac274ff0cde27483e6494a48cef7 156 2010-09-26T23:20:40Z Plastikspork 0 dupe pp wikitext text/x-wiki <div class="rellink{{#if:{{{extraclasses|}}}|<nowiki> </nowiki>{{{extraclasses}}}}}">{{{1}}}</div><noinclude> {{documentation}} </noinclude> 11d95fa01969ac274ff0cde27483e6494a48cef7 10 233 465 464 2013-05-08T17:44:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#invoke:String|replace|source={{{1}}}|pattern=^[^%s]*%s*|replace=|plain=false}}<noinclude> {{Documentation}} </noinclude> 9c4e6a969474fb5211d29cb25f0c3d778bf45f77 464 2013-02-26T20:28:03Z WOSlinker 0 use LUA String wikitext text/x-wiki {{#invoke:String|replace|source={{{1}}}|pattern=^[^%s]*%s*|replace=|plain=false}}<noinclude> {{Documentation}} </noinclude> 9c4e6a969474fb5211d29cb25f0c3d778bf45f77 10 376 751 750 2013-05-08T17:46:00Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{{str_left|{{{1}}}|9}}|unranked_|{{str_right|{{{1}}}|9}}|{{{1}}}}}<noinclude>{{documentation}}</noinclude> bf27d5d822dd56a5b12bf4a3f84abbaced82f1ac 750 2012-04-23T10:15:11Z AGK 0 Changed protection level of Template:Remove unranked: [[Wikipedia:High-risk templates|Highly-visible template]] (between 700 and 1200 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#ifeq:{{str_left|{{{1}}}|9}}|unranked_|{{str_right|{{{1}}}|9}}|{{{1}}}}}<noinclude>{{documentation}}</noinclude> bf27d5d822dd56a5b12bf4a3f84abbaced82f1ac 10 284 567 566 2013-05-08T17:44:43Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#iferror:{{#expr:{{{2|0}}}}} | [[Category:Pages with bad rounding precision]]{{hid|Bad rounding here}}<!-- -->{{#invoke:Math|precision_format| {{{1}}} | 1-{{order of magnitude|{{{1}}}}} }}| {{#invoke:Math|precision_format| {{{1}}} | {{{2|0}}}}}}}</includeonly><noinclude> {{documentation}} </noinclude> eeffdb0228ab9358f619fbdd6639bbcc43095edf 566 2013-02-23T21:02:44Z Redrose64 0 rm superfluous HTML comments - the MediaWiki parser eliminates line breaks and spaces adjacent to pipes within parser functions wikitext text/x-wiki <includeonly>{{#iferror:{{#expr:{{{2|0}}}}} | [[Category:Pages with bad rounding precision]]{{hid|Bad rounding here}}<!-- -->{{#invoke:Math|precision_format| {{{1}}} | 1-{{order of magnitude|{{{1}}}}} }}| {{#invoke:Math|precision_format| {{{1}}} | {{{2|0}}}}}}}</includeonly><noinclude> {{documentation}} </noinclude> eeffdb0228ab9358f619fbdd6639bbcc43095edf 10 30 59 58 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}} |{{{1}}} |{{#if: {{{2|}}} |{{first word|{{{2}}}}} |{{#if: {{{3|}}} |{{first word|{{{3}}}}} }} }} }}</includeonly><noinclude>This is an auxiliary template for use in {{tl|Speciesbox}} (and perhaps others). It has no direct use. Its purpose in that context is to select a genus name from the first of the three possible parameters which contain it. [[Category:Taxobox templates]] </noinclude> 2bca2458884da70a907696600978573ebfc66bee 58 2012-09-20T17:46:57Z WOSlinker 0 add cat wikitext text/x-wiki <includeonly>{{#if:{{{1|}}} |{{{1}}} |{{#if: {{{2|}}} |{{first word|{{{2}}}}} |{{#if: {{{3|}}} |{{first word|{{{3}}}}} }} }} }}</includeonly><noinclude>This is an auxiliary template for use in {{tl|Speciesbox}} (and perhaps others). It has no direct use. Its purpose in that context is to select a genus name from the first of the three possible parameters which contain it. [[Category:Taxobox templates]] </noinclude> 2bca2458884da70a907696600978573ebfc66bee 10 234 467 466 2013-05-08T17:44:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{1|}}} |{{{1}}} |{{#if:{{{2|<noinclude>x</noinclude>}}} |{{remove first word|{{{2|<noinclude>genus species</noinclude>}}}}} |{{#if:{{{3|}}} |{{remove first word|{{{3}}}}} }} }} }}<noinclude>{{documentation}} </noinclude> 9517c1b19c766d383d58339ba7e590634509f537 466 2012-09-08T19:43:18Z Plastikspork 0 Now merged wikitext text/x-wiki {{#if:{{{1|}}} |{{{1}}} |{{#if:{{{2|<noinclude>x</noinclude>}}} |{{remove first word|{{{2|<noinclude>genus species</noinclude>}}}}} |{{#if:{{{3|}}} |{{remove first word|{{{3}}}}} }} }} }}<noinclude>{{documentation}} </noinclude> 9517c1b19c766d383d58339ba7e590634509f537 10 67 133 132 2013-05-08T17:44:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|{{{59|}}} |incomplete={{{incomplete|}}} |open='' |close=''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 17d84b9f6adb10c32553ddf3e439c64a27fa13bf 132 2011-11-21T18:47:44Z Nonenmac 0 Undid revision 461806141 by [[Special:Contributions/Nonenmac|Nonenmac]] ([[User talk:Nonenmac|talk]]) wikitext text/x-wiki <includeonly>{{species list/core|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|{{{59|}}} |incomplete={{{incomplete|}}} |open='' |close=''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> 17d84b9f6adb10c32553ddf3e439c64a27fa13bf 10 68 135 134 2013-05-08T17:44:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><ul style='margin-left: 0'>{{#if:{{{1|}}} |{{species list/line|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}}}{{#if:{{{3|}}} |{{species list/line|{{{open|}}}{{1x|{{{3}}}}}{{{close|}}}|{{{4|}}}}}}}{{#if:{{{5|}}} |{{species list/line|{{{open|}}}{{1x|{{{5}}}}}{{{close|}}}|{{{6|}}}}}}}{{#if:{{{7|}}} |{{species list/line|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}}}{{#if:{{{9|}}} |{{species list/line|{{{open|}}}{{1x|{{{9}}}}}{{{close|}}}|{{{10|}}}}}}}{{#if:{{{11|}}} |{{species list/line|{{{open|}}}{{1x|{{{11}}}}}{{{close|}}}|{{{12|}}}}}}}{{#if:{{{13|}}} |{{species list/line|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}}}{{#if:{{{15|}}} |{{species list/line|{{{open|}}}{{1x|{{{15}}}}}{{{close|}}}|{{{16|}}}}}}}{{#if:{{{17|}}} |{{species list/line|{{{open|}}}{{1x|{{{17}}}}}{{{close|}}}|{{{18|}}}}}}}{{#if:{{{19|}}} |{{species list/line|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}}}{{#if:{{{21|}}} |{{species list/line|{{{open|}}}{{1x|{{{21}}}}}{{{close|}}}|{{{22|}}}}}}}{{#if:{{{23|}}} |{{species list/line|{{{open|}}}{{1x|{{{23}}}}}{{{close|}}}|{{{24|}}}}}}}{{#if:{{{25|}}} |{{species list/line|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}}}{{#if:{{{27|}}} |{{species list/line|{{{open|}}}{{1x|{{{27}}}}}{{{close|}}}|{{{28|}}}}}}}{{#if:{{{29|}}} |{{species list/line|{{{open|}}}{{1x|{{{29}}}}}{{{close|}}}|{{{30|}}}}}}}{{#if:{{{31|}}} |{{species list/line|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}}}{{#if:{{{33|}}} |{{species list/line|{{{open|}}}{{1x|{{{33}}}}}{{{close|}}}|{{{34|}}}}}}}{{#if:{{{35|}}} |{{species list/line|{{{open|}}}{{1x|{{{35}}}}}{{{close|}}}|{{{36|}}}}}}}{{#if:{{{37|}}} |{{species list/line|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}}}{{#if:{{{39|}}} |{{species list/line|{{{open|}}}{{1x|{{{39}}}}}{{{close|}}}|{{{40|}}}}}}}{{#if:{{{41|}}} |{{species list/line|{{{open|}}}{{1x|{{{41}}}}}{{{close|}}}|{{{42|}}}}}}}{{#if:{{{43|}}} |{{species list/line|{{{open|}}}{{1x|{{{43}}}}}{{{close|}}}|{{{44|}}}}}}}{{#if:{{{45|}}} |{{species list/line|{{{open|}}}{{1x|{{{45}}}}}{{{close|}}}|{{{46|}}}}}}}{{#if:{{{47|}}} |{{species list/line|{{{open|}}}{{1x|{{{47}}}}}{{{close|}}}|{{{48|}}}}}}}{{#if:{{{49|}}} |{{species list/line|{{{open|}}}{{1x|{{{49}}}}}{{{close|}}}|{{{50|}}}}}}}{{#if:{{{51|}}} |{{species list/line|{{{open|}}}{{1x|{{{51}}}}}{{{close|}}}|{{{52|}}}}}}}{{#if:{{{53|}}} |{{species list/line|{{{open|}}}{{1x|{{{53}}}}}{{{close|}}}|{{{54|}}}}}}}{{#if:{{{55|}}} |{{species list/line|{{{open|}}}{{1x|{{{55}}}}}{{{close|}}}|{{{56|}}}}}}}{{#if:{{{57|}}} |{{species list/line|{{{open|}}}{{1x|{{{57}}}}}{{{close|}}}|{{{58|}}}}}}}{{#if:{{{59|}}}|...<!-- Truncated at [[Template:Species list/core]]; max capacity currently 29 taxa; expansion possible if required. -->}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> d3dbc65ee84ab9eed744fc883effeb333d1a1043 134 2011-08-20T00:05:20Z Smith609 0 Update to use sematically correct 'list' syntax wikitext text/x-wiki <includeonly><ul style='margin-left: 0'>{{#if:{{{1|}}} |{{species list/line|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}}}{{#if:{{{3|}}} |{{species list/line|{{{open|}}}{{1x|{{{3}}}}}{{{close|}}}|{{{4|}}}}}}}{{#if:{{{5|}}} |{{species list/line|{{{open|}}}{{1x|{{{5}}}}}{{{close|}}}|{{{6|}}}}}}}{{#if:{{{7|}}} |{{species list/line|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}}}{{#if:{{{9|}}} |{{species list/line|{{{open|}}}{{1x|{{{9}}}}}{{{close|}}}|{{{10|}}}}}}}{{#if:{{{11|}}} |{{species list/line|{{{open|}}}{{1x|{{{11}}}}}{{{close|}}}|{{{12|}}}}}}}{{#if:{{{13|}}} |{{species list/line|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}}}{{#if:{{{15|}}} |{{species list/line|{{{open|}}}{{1x|{{{15}}}}}{{{close|}}}|{{{16|}}}}}}}{{#if:{{{17|}}} |{{species list/line|{{{open|}}}{{1x|{{{17}}}}}{{{close|}}}|{{{18|}}}}}}}{{#if:{{{19|}}} |{{species list/line|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}}}{{#if:{{{21|}}} |{{species list/line|{{{open|}}}{{1x|{{{21}}}}}{{{close|}}}|{{{22|}}}}}}}{{#if:{{{23|}}} |{{species list/line|{{{open|}}}{{1x|{{{23}}}}}{{{close|}}}|{{{24|}}}}}}}{{#if:{{{25|}}} |{{species list/line|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}}}{{#if:{{{27|}}} |{{species list/line|{{{open|}}}{{1x|{{{27}}}}}{{{close|}}}|{{{28|}}}}}}}{{#if:{{{29|}}} |{{species list/line|{{{open|}}}{{1x|{{{29}}}}}{{{close|}}}|{{{30|}}}}}}}{{#if:{{{31|}}} |{{species list/line|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}}}{{#if:{{{33|}}} |{{species list/line|{{{open|}}}{{1x|{{{33}}}}}{{{close|}}}|{{{34|}}}}}}}{{#if:{{{35|}}} |{{species list/line|{{{open|}}}{{1x|{{{35}}}}}{{{close|}}}|{{{36|}}}}}}}{{#if:{{{37|}}} |{{species list/line|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}}}{{#if:{{{39|}}} |{{species list/line|{{{open|}}}{{1x|{{{39}}}}}{{{close|}}}|{{{40|}}}}}}}{{#if:{{{41|}}} |{{species list/line|{{{open|}}}{{1x|{{{41}}}}}{{{close|}}}|{{{42|}}}}}}}{{#if:{{{43|}}} |{{species list/line|{{{open|}}}{{1x|{{{43}}}}}{{{close|}}}|{{{44|}}}}}}}{{#if:{{{45|}}} |{{species list/line|{{{open|}}}{{1x|{{{45}}}}}{{{close|}}}|{{{46|}}}}}}}{{#if:{{{47|}}} |{{species list/line|{{{open|}}}{{1x|{{{47}}}}}{{{close|}}}|{{{48|}}}}}}}{{#if:{{{49|}}} |{{species list/line|{{{open|}}}{{1x|{{{49}}}}}{{{close|}}}|{{{50|}}}}}}}{{#if:{{{51|}}} |{{species list/line|{{{open|}}}{{1x|{{{51}}}}}{{{close|}}}|{{{52|}}}}}}}{{#if:{{{53|}}} |{{species list/line|{{{open|}}}{{1x|{{{53}}}}}{{{close|}}}|{{{54|}}}}}}}{{#if:{{{55|}}} |{{species list/line|{{{open|}}}{{1x|{{{55}}}}}{{{close|}}}|{{{56|}}}}}}}{{#if:{{{57|}}} |{{species list/line|{{{open|}}}{{1x|{{{57}}}}}{{{close|}}}|{{{58|}}}}}}}{{#if:{{{59|}}}|...<!-- Truncated at [[Template:Species list/core]]; max capacity currently 29 taxa; expansion possible if required. -->}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> d3dbc65ee84ab9eed744fc883effeb333d1a1043 10 15 29 28 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><ul style='margin-left: 0'>{{#if:{{{1|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}}}{{#if:{{{3|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{3}}}}}{{{close|}}}|{{{4|}}}}}}}{{#if:{{{5|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{5}}}}}{{{close|}}}|{{{6|}}}}}}}{{#if:{{{7|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}}}{{#if:{{{9|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{9}}}}}{{{close|}}}|{{{10|}}}}}}}{{#if:{{{11|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{11}}}}}{{{close|}}}|{{{12|}}}}}}}{{#if:{{{13|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}}}{{#if:{{{15|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{15}}}}}{{{close|}}}|{{{16|}}}}}}}{{#if:{{{17|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{17}}}}}{{{close|}}}|{{{18|}}}}}}}{{#if:{{{19|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}}}{{#if:{{{21|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{21}}}}}{{{close|}}}|{{{22|}}}}}}}{{#if:{{{23|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{23}}}}}{{{close|}}}|{{{24|}}}}}}}{{#if:{{{25|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}}}{{#if:{{{27|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{27}}}}}{{{close|}}}|{{{28|}}}}}}}{{#if:{{{29|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{29}}}}}{{{close|}}}|{{{30|}}}}}}}{{#if:{{{31|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}}}{{#if:{{{33|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{33}}}}}{{{close|}}}|{{{34|}}}}}}}{{#if:{{{35|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{35}}}}}{{{close|}}}|{{{36|}}}}}}}{{#if:{{{37|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}}}{{#if:{{{39|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{39}}}}}{{{close|}}}|{{{40|}}}}}}}{{#if:{{{41|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{41}}}}}{{{close|}}}|{{{42|}}}}}}}{{#if:{{{43|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{43}}}}}{{{close|}}}|{{{44|}}}}}}}{{#if:{{{45|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{45}}}}}{{{close|}}}|{{{46|}}}}}}}{{#if:{{{47|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{47}}}}}{{{close|}}}|{{{48|}}}}}}}{{#if:{{{49|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{49}}}}}{{{close|}}}|{{{50|}}}}}}}{{#if:{{{51|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{51}}}}}{{{close|}}}|{{{52|}}}}}}}{{#if:{{{53|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{53}}}}}{{{close|}}}|{{{54|}}}}}}}{{#if:{{{55|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{55}}}}}{{{close|}}}|{{{56|}}}}}}}{{#if:{{{57|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{57}}}}}{{{close|}}}|{{{58|}}}}}}}{{#if:{{{59|}}}|...<!-- Truncated at [[Template:Species list/core]]; max capacity currently 29 taxa; expansion possible if required. -->}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> e9109165a8fa3a1188e54f1aa8b3f6fd8012e192 28 2011-08-20T00:03:17Z Smith609 0 No margin for UL wikitext text/x-wiki <includeonly><ul style='margin-left: 0'>{{#if:{{{1|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{1}}}}}{{{close|}}}|{{{2|}}}}}}}{{#if:{{{3|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{3}}}}}{{{close|}}}|{{{4|}}}}}}}{{#if:{{{5|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{5}}}}}{{{close|}}}|{{{6|}}}}}}}{{#if:{{{7|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{7}}}}}{{{close|}}}|{{{8|}}}}}}}{{#if:{{{9|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{9}}}}}{{{close|}}}|{{{10|}}}}}}}{{#if:{{{11|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{11}}}}}{{{close|}}}|{{{12|}}}}}}}{{#if:{{{13|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{13}}}}}{{{close|}}}|{{{14|}}}}}}}{{#if:{{{15|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{15}}}}}{{{close|}}}|{{{16|}}}}}}}{{#if:{{{17|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{17}}}}}{{{close|}}}|{{{18|}}}}}}}{{#if:{{{19|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{19}}}}}{{{close|}}}|{{{20|}}}}}}}{{#if:{{{21|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{21}}}}}{{{close|}}}|{{{22|}}}}}}}{{#if:{{{23|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{23}}}}}{{{close|}}}|{{{24|}}}}}}}{{#if:{{{25|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{25}}}}}{{{close|}}}|{{{26|}}}}}}}{{#if:{{{27|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{27}}}}}{{{close|}}}|{{{28|}}}}}}}{{#if:{{{29|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{29}}}}}{{{close|}}}|{{{30|}}}}}}}{{#if:{{{31|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{31}}}}}{{{close|}}}|{{{32|}}}}}}}{{#if:{{{33|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{33}}}}}{{{close|}}}|{{{34|}}}}}}}{{#if:{{{35|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{35}}}}}{{{close|}}}|{{{36|}}}}}}}{{#if:{{{37|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{37}}}}}{{{close|}}}|{{{38|}}}}}}}{{#if:{{{39|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{39}}}}}{{{close|}}}|{{{40|}}}}}}}{{#if:{{{41|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{41}}}}}{{{close|}}}|{{{42|}}}}}}}{{#if:{{{43|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{43}}}}}{{{close|}}}|{{{44|}}}}}}}{{#if:{{{45|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{45}}}}}{{{close|}}}|{{{46|}}}}}}}{{#if:{{{47|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{47}}}}}{{{close|}}}|{{{48|}}}}}}}{{#if:{{{49|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{49}}}}}{{{close|}}}|{{{50|}}}}}}}{{#if:{{{51|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{51}}}}}{{{close|}}}|{{{52|}}}}}}}{{#if:{{{53|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{53}}}}}{{{close|}}}|{{{54|}}}}}}}{{#if:{{{55|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{55}}}}}{{{close|}}}|{{{56|}}}}}}}{{#if:{{{57|}}} |{{species list/line/sandbox|{{{open|}}}{{1x|{{{57}}}}}{{{close|}}}|{{{58|}}}}}}}{{#if:{{{59|}}}|...<!-- Truncated at [[Template:Species list/core]]; max capacity currently 29 taxa; expansion possible if required. -->}}{{#if:{{{incomplete|}}}|{{incomplete taxon list}}}}</ul></includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> e9109165a8fa3a1188e54f1aa8b3f6fd8012e192 10 69 137 136 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template is intended for use in taxoboxes under the {{para|subdivision}} parameter, to produce a list of species within a genus (or genera within a family, etc) in a consistent format. Use like this: <pre>{{Species list | S. speciosa | Authority 2003 | S. additiona | Others ''et al''. 2002 | S. typus | Desciber 1888 (type) | S. dubia | }}</pre> Both species name and authority will be automatically formatted to produce {{Species list | S. speciosa | Authority 2003 | S. additiona | Others ''et al''. 2002 | S. typus | Desciber 1888 (type) | S. dubia | }} Note that if the authority is not known, the "|" must still be present after the species name. To automatically link the content of every "species", use {{tl|Linked species list}}. To perform any linking manually, use {{tl|Species list}}. To bold-face the species (e.g. if they will never have their own pages, when listed on a genus) use {{tl|Bold species list}}. For higher taxa (that do not require italicization) use {{tl|taxon list}} and {{tl|linked taxon list}}. === See also === An example with piped links (i.e. to Discinella (genus) ) can be seen at [[Mobergellidae]]. For nested links (e.g. a list of families within a suborder) you can use [[Template:Nested taxon list]]. <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 92f2387f4f78832c7e7ed5e1d9a3aa27aa4a2d7e 136 2013-03-14T21:41:28Z Tomchiukc 0 Undid revision 544200472 by [[Special:Contributions/Tomchiukc|Tomchiukc]] ([[User talk:Tomchiukc|talk]]) wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template is intended for use in taxoboxes under the {{para|subdivision}} parameter, to produce a list of species within a genus (or genera within a family, etc) in a consistent format. Use like this: <pre>{{Species list | S. speciosa | Authority 2003 | S. additiona | Others ''et al''. 2002 | S. typus | Desciber 1888 (type) | S. dubia | }}</pre> Both species name and authority will be automatically formatted to produce {{Species list | S. speciosa | Authority 2003 | S. additiona | Others ''et al''. 2002 | S. typus | Desciber 1888 (type) | S. dubia | }} Note that if the authority is not known, the "|" must still be present after the species name. To automatically link the content of every "species", use {{tl|Linked species list}}. To perform any linking manually, use {{tl|Species list}}. To bold-face the species (e.g. if they will never have their own pages, when listed on a genus) use {{tl|Bold species list}}. For higher taxa (that do not require italicization) use {{tl|taxon list}} and {{tl|linked taxon list}}. === See also === An example with piped links (i.e. to Discinella (genus) ) can be seen at [[Mobergellidae]]. For nested links (e.g. a list of families within a suborder) you can use [[Template:Nested taxon list]]. <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 92f2387f4f78832c7e7ed5e1d9a3aa27aa4a2d7e 10 70 139 138 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki <onlyinclude><li {{{div_attributes|style='width:100%; clear:both; list-style: none; padding-left:0.2em;'}}}>{{1x|{{{1}}}}} <small>{{{2|}}}</small></li>{{#if:{{{div_attributes|}}}|[[Category:Pages using div_attributes parameter]]}}</onlyinclude> 35708ac68fd060b851e49256fea43f3517f96e20 138 2011-12-24T14:03:44Z Smith609 0 Reduce padding-left wikitext text/x-wiki <onlyinclude><li {{{div_attributes|style='width:100%; clear:both; list-style: none; padding-left:0.2em;'}}}>{{1x|{{{1}}}}} <small>{{{2|}}}</small></li>{{#if:{{{div_attributes|}}}|[[Category:Pages using div_attributes parameter]]}}</onlyinclude> 35708ac68fd060b851e49256fea43f3517f96e20 10 16 31 30 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core/sandbox|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|{{{59|}}} |incomplete={{{incomplete|}}} |open='' |close=''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> f85e20647649559b5213d7c5209bf3bc1381af35 30 2011-08-20T00:01:31Z Smith609 0 Sa wikitext text/x-wiki <includeonly>{{species list/core/sandbox|{{{1|}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{7|}}}|{{{8|}}}|{{{9|}}}|{{{10|}}}|{{{11|}}}|{{{12|}}}|{{{13|}}}|{{{14|}}}|{{{15|}}}|{{{16|}}}|{{{17|}}}|{{{18|}}}|{{{19|}}}|{{{20|}}}|{{{21|}}}|{{{22|}}}|{{{23|}}}|{{{24|}}}|{{{25|}}}|{{{26|}}}|{{{27|}}}|{{{28|}}}|{{{29|}}}|{{{30|}}}|{{{31|}}}|{{{32|}}}|{{{33|}}}|{{{34|}}}|{{{35|}}}|{{{36|}}}|{{{37|}}}|{{{38|}}}|{{{39|}}}|{{{40|}}}|{{{41|}}}|{{{42|}}}|{{{43|}}}|{{{44|}}}|{{{45|}}}|{{{46|}}}|{{{47|}}}|{{{48|}}}|{{{49|}}}|{{{50|}}}|{{{51|}}}|{{{52|}}}|{{{53|}}}|{{{54|}}}|{{{55|}}}|{{{56|}}}|{{{57|}}}|{{{58|}}}|{{{59|}}} |incomplete={{{incomplete|}}} |open='' |close=''}}</includeonly><noinclude>{{documentation|Template:Species list/doc}}</noinclude> f85e20647649559b5213d7c5209bf3bc1381af35 10 31 61 60 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Speciesbox - Generate a taxobox infobox for species -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows "Speciesbox/sandbox" as sample output. -- -------------------------------------------- Invoke {Taxobox/core} --></noinclude>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range in template {geological range}, but checking -- to display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}} }}}|{{{youngest fossil|{{{youngest_fossil|Recent}}} }}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{ #if: {{{display parents|{{{display_parents|}}} }}} |{{#expr: {{{display parents|{{{display_parents|1}}} }}}-1}} |{{ #ifeq: {{taxonomy/{{{pname|{{PAGENAME}}|}}}|rank}} |genus | 2 | 0 }} }}<!-- AUTHORITY (etc): In the format "author, year". --><!-- Species-authority is redundant to binomial_authority; we'll just list it the once. (This avoids reference-duplication errors, too. | species_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}}--> | subgenus_authority = {{#if:{{{subgenus|}}}|{{{parent authority|{{{parent_authority|}}} }}} }} | authority = {{#if:{{{subgenus|}}}|{{{grandparent authority|{{{grandparent_authority|}}} }}} |{{{parent authority|{{{parent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgreatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species. If the page title should be italicized, then {{italic title}} is included in the name parameter. This will be the case whenever the genus + species (or just the genus) matches the page name; if unspecified, these parameters are generated from the page name itself. --> | name = {{#switch: {{PAGENAMEBASE}} <!-- Redundant line?? |{{{genus|}}} {{{species|}}} --> |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}} |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}}={{Italic title}}}}{{{name|''{{#if:{{select species|{{{species|}}}|{{{taxon|}}}|}}|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|}}|{{PAGENAMEBASE}} }}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}} }}} | image2_caption = {{{image2 caption|{{{image2_caption|}}} }}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{#if:{{{extinct|}}} |&dagger;<!-- -->|{{get dagger |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }}'''''{{str left|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}|1}}. {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}''''' | binomial = ''{{first word|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}'' | binomial_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}</noinclude> caf9f525d73c6d721835a59c62de53877909db0c 60 2012-11-29T13:29:50Z Ganeshk 0 Implement change to display two parents on monotypic genus pages (http://en.wikipedia.org/w/index.php?title=Template_talk:Speciesbox&oldid=525532466#Edit_request) wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Speciesbox - Generate a taxobox infobox for species -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows "Speciesbox/sandbox" as sample output. -- -------------------------------------------- Invoke {Taxobox/core} --></noinclude>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range in template {geological range}, but checking -- to display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}} }}}|{{{youngest fossil|{{{youngest_fossil|Recent}}} }}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{ #if: {{{display parents|{{{display_parents|}}} }}} |{{#expr: {{{display parents|{{{display_parents|1}}} }}}-1}} |{{ #ifeq: {{taxonomy/{{{pname|{{PAGENAME}}|}}}|rank}} |genus | 2 | 0 }} }}<!-- AUTHORITY (etc): In the format "author, year". --><!-- Species-authority is redundant to binomial_authority; we'll just list it the once. (This avoids reference-duplication errors, too. | species_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}}--> | subgenus_authority = {{#if:{{{subgenus|}}}|{{{parent authority|{{{parent_authority|}}} }}} }} | authority = {{#if:{{{subgenus|}}}|{{{grandparent authority|{{{grandparent_authority|}}} }}} |{{{parent authority|{{{parent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgreatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species. If the page title should be italicized, then {{italic title}} is included in the name parameter. This will be the case whenever the genus + species (or just the genus) matches the page name; if unspecified, these parameters are generated from the page name itself. --> | name = {{#switch: {{PAGENAMEBASE}} <!-- Redundant line?? |{{{genus|}}} {{{species|}}} --> |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}} |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}}={{Italic title}}}}{{{name|''{{#if:{{select species|{{{species|}}}|{{{taxon|}}}|}}|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|}}|{{PAGENAMEBASE}} }}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}} }}} | image2_caption = {{{image2 caption|{{{image2_caption|}}} }}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{#if:{{{extinct|}}} |&dagger;<!-- -->|{{get dagger |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }}'''''{{str left|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}|1}}. {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}''''' | binomial = ''{{first word|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}'' | binomial_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}</noinclude> caf9f525d73c6d721835a59c62de53877909db0c 10 235 469 468 2013-05-08T17:44:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is used to display a taxobox for a species whose taxonomy is stored in the taxonony templates of the [[Template:Automatic taxobox/doc/intro|automated taxobox system]], ''provided'' that no ranks between species and genus are to be displayed (since it works by looking for the parent taxon of the genus). If ranks between species and genus are to be displayed, use [[Template:Automatic taxobox]]. == Usage == Usage is basically the same as [[Template:Automatic taxobox]] (with one slight variation noted below). There are three main cases to consider in using this template: * [[#Simple cases|Simple cases]], where the species is not a hybrid so that the × symbol is not present, and where the genus name is unique and not duplicated between kingdoms. * [[#Hybrid species|Hybrid species names]], where the symbol × is required. * [[#Genus names duplicated across kingdoms|Species where the genus name is duplicated between kingdoms]], so the taxonomy for the genus must distinguish between kingdoms (e.g. [[Acanthocarpus (plant)|''Acanthocarpus'' (plant)]] and [[Acanthocarpus (crab)|''Acanthocarpus'' (crab)]]). === Simple cases === If the page is located at the species' binomial name and the title at the top of the displayed taxobox is to be the same (e.g. ''[[Anatoma crispata]]''), the name of the species does not have to be supplied; the displayed taxobox will be completed automatically from the page name. Otherwise (e.g. [[Psychedelic frogfish]]), you need to specify: * {{para|taxon|name of the species without any formatting (e.g. Quercus major)}} :(Alternatively you can supply the genus name and specific epithet separately – this is different from {{tl|Automatic taxobox}}: :* {{para|genus|name of the genus without any formatting (e.g. Quercus)}} :* {{para|species|specific epithet without any formatting (e.g. major)}} :If the page is at the genus name (e.g. the monospecific ''[[Nectocaris]] pteryx''), then you don't need to specify {{para|genus}}, since it will be picked up from the page title.) If necessary, you can also use * {{para|subgenus|link to subgenus}} * {{para|extinct|yes}} if the species (but not the genus) is extinct. It's not necessary to include {{tl|italic title}} in the article; this will be added automatically by the speciesbox template if needed. For species names containing the 'hybrid symbol', ×, see [[#Hybrid species|below]]. ==== Simple examples ==== * Page at the binomial name; displayed taxobox to have the binomial name as its title, e.g. ''[[Allium galanthum]]''. :<tt><nowiki>{{Speciesbox</nowiki> :| taxon = Allium galanthum</tt> ''--optional'' :<tt>| authority = Kar. & Kir.</tt> ''--optional; this is the binomial authority'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> * Page at the binomial name; displayed taxobox to have the common name as its title, e.g. ''[[Allium moly]]''. :<tt><nowiki>{{Speciesbox</nowiki> :| name = Golden Garlic</tt> ''--required'' :<tt>| taxon = Allium moly</tt> ''--optional'' :<tt>| authority = L.</tt> ''--optional; this is the binomial authority'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> * Page at the common name; displayed taxobox to have the common name as its title, e.g. [[Garlic chives]]. :<tt><nowiki>{{Speciesbox</nowiki> :| name = Garlic chives</tt> ''--required'' :<tt>| taxon = Allium tuberosum</tt> ''--required'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> === Hybrid species === It is slightly tricky to obtain the correct italicization of hybrid species names in the displayed taxobox since the hybrid sign, ×, should not be italicized, whereas the genus and specific epithet should be. The example below shows one way of achieving the desired effect. Assume that the name of the article is "Polygonatum × hybridum", which should display as the title "[[Polygonatum × hybridum|''Polygonatum'' × ''hybridum'']]". :<tt><nowiki>{{DISPLAYTITLE:''Polygonatum'' × ''hybridum''}}{{Speciesbox</nowiki> :| genus = Polygonatum :| species = <nowiki>{{hybrid}}</nowiki> hybridum :| ... :}}</tt> Notes: * Do not put a line break between <tt><nowiki>{{DISPLAYTITLE:...}}</nowiki></tt> and <tt><nowiki>{{Speciesbox|...}}</nowiki></tt>; it causes the article to start with a blank line. * In this case, do not use {{para|taxon}}; it does not cope with <tt><nowiki>{{hybrid}}</nowiki></tt>. Instead use {{para|genus}} and {{para|species}}. * Use <tt><nowiki>{{hybrid}}</nowiki></tt> rather than the × character in the value of the <tt><nowiki>species</nowiki></tt> parameter; this ensures that it will not be italicized in the displayed taxobox. * In the article body, you can either use <tt><nowiki>''Polygonatum'' × ''hybridum''</nowiki></tt> or <tt><nowiki>''Polygonatum {{hybrid}} hybridum''</nowiki></tt> to obtain the correct italicization. === Genus names duplicated across kingdoms === A special case is where the name of the genus is duplicated in different kingdoms, e.g. ''Acanthocarpus'' is used for a plant and an animal. Consider the page ''[[Acanthocarpus preissii]]''. The taxobox has to be set up in this way:<ref>The string created from the <tt>genus</tt> and <tt>species</tt> parameters is "Acanthocarpus (plant) preisii". As this is different from the page title, both {{tl|Italic title}} and the <nowiki>''</nowiki> around the value of the <tt>para</tt> parameter are need to produce italic output.</ref> :<tt><nowiki>{{Italic title}}{{Speciesbox</nowiki> :| genus = Acanthocarpus (plant) :| species = preissii :| name = <nowiki>''Acanthocarpus preissii''</nowiki> :| ... :}}</tt> Do not put a line break between <tt><nowiki>{{Italic title}}</nowiki></tt> and <tt><nowiki>{{Speciesbox...}}</nowiki></tt>; it causes the article to start with a blank line. The corresponding taxonomy template for the genus, [[:Template:Taxonomy/Acanthocarpus (plant)]], contains the line: :<tt>| link = Acanthocarpus (plant)|Acanthocarpus</tt> to ensure that wikilinks are to "Acanthocarpus (plant)" whereas the displayed genus name is "''Acanthocarpus''". Note that this approach is ''only'' necessary when the disambiguation is needed because genus names are duplicated across kingdoms. Thus ''[[Liriope muscari]]'' can have its automatic taxobox set up in the usual way, since [[Liriope (genus)|''Liriope'' (genus)]] is only qualified to distinguish it from non-biological uses of "Liriope". == Requirement for correct display == The template will generate a taxobox which will display correctly only if the taxonomy for the genus has already been created (i.e. Template:Taxonomy/''genusname'' already exists). If it does not, you will be asked to create it. One way is to look for the "fix" link and open it. == See also == * An example: [[Template:Speciesbox/example]] * [[Template:Subspeciesbox]] ==Notes== {{reflist}} <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] [[as:Template:Speciesbox]] </includeonly> 720b4d1c95297e5f49106ae509354f7a450c6942 468 2012-10-31T19:18:15Z Grolltech 0 remove underscores in wikilinks wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is used to display a taxobox for a species whose taxonomy is stored in the taxonony templates of the [[Template:Automatic taxobox/doc/intro|automated taxobox system]], ''provided'' that no ranks between species and genus are to be displayed (since it works by looking for the parent taxon of the genus). If ranks between species and genus are to be displayed, use [[Template:Automatic taxobox]]. == Usage == Usage is basically the same as [[Template:Automatic taxobox]] (with one slight variation noted below). There are three main cases to consider in using this template: * [[#Simple cases|Simple cases]], where the species is not a hybrid so that the × symbol is not present, and where the genus name is unique and not duplicated between kingdoms. * [[#Hybrid species|Hybrid species names]], where the symbol × is required. * [[#Genus names duplicated across kingdoms|Species where the genus name is duplicated between kingdoms]], so the taxonomy for the genus must distinguish between kingdoms (e.g. [[Acanthocarpus (plant)|''Acanthocarpus'' (plant)]] and [[Acanthocarpus (crab)|''Acanthocarpus'' (crab)]]). === Simple cases === If the page is located at the species' binomial name and the title at the top of the displayed taxobox is to be the same (e.g. ''[[Anatoma crispata]]''), the name of the species does not have to be supplied; the displayed taxobox will be completed automatically from the page name. Otherwise (e.g. [[Psychedelic frogfish]]), you need to specify: * {{para|taxon|name of the species without any formatting (e.g. Quercus major)}} :(Alternatively you can supply the genus name and specific epithet separately – this is different from {{tl|Automatic taxobox}}: :* {{para|genus|name of the genus without any formatting (e.g. Quercus)}} :* {{para|species|specific epithet without any formatting (e.g. major)}} :If the page is at the genus name (e.g. the monospecific ''[[Nectocaris]] pteryx''), then you don't need to specify {{para|genus}}, since it will be picked up from the page title.) If necessary, you can also use * {{para|subgenus|link to subgenus}} * {{para|extinct|yes}} if the species (but not the genus) is extinct. It's not necessary to include {{tl|italic title}} in the article; this will be added automatically by the speciesbox template if needed. For species names containing the 'hybrid symbol', ×, see [[#Hybrid species|below]]. ==== Simple examples ==== * Page at the binomial name; displayed taxobox to have the binomial name as its title, e.g. ''[[Allium galanthum]]''. :<tt><nowiki>{{Speciesbox</nowiki> :| taxon = Allium galanthum</tt> ''--optional'' :<tt>| authority = Kar. & Kir.</tt> ''--optional; this is the binomial authority'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> * Page at the binomial name; displayed taxobox to have the common name as its title, e.g. ''[[Allium moly]]''. :<tt><nowiki>{{Speciesbox</nowiki> :| name = Golden Garlic</tt> ''--required'' :<tt>| taxon = Allium moly</tt> ''--optional'' :<tt>| authority = L.</tt> ''--optional; this is the binomial authority'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> * Page at the common name; displayed taxobox to have the common name as its title, e.g. [[Garlic chives]]. :<tt><nowiki>{{Speciesbox</nowiki> :| name = Garlic chives</tt> ''--required'' :<tt>| taxon = Allium tuberosum</tt> ''--required'' :<tt>...</tt> ''--other optional parameters, e.g. for an image'' :<tt><nowiki>}}</nowiki></tt> === Hybrid species === It is slightly tricky to obtain the correct italicization of hybrid species names in the displayed taxobox since the hybrid sign, ×, should not be italicized, whereas the genus and specific epithet should be. The example below shows one way of achieving the desired effect. Assume that the name of the article is "Polygonatum × hybridum", which should display as the title "[[Polygonatum × hybridum|''Polygonatum'' × ''hybridum'']]". :<tt><nowiki>{{DISPLAYTITLE:''Polygonatum'' × ''hybridum''}}{{Speciesbox</nowiki> :| genus = Polygonatum :| species = <nowiki>{{hybrid}}</nowiki> hybridum :| ... :}}</tt> Notes: * Do not put a line break between <tt><nowiki>{{DISPLAYTITLE:...}}</nowiki></tt> and <tt><nowiki>{{Speciesbox|...}}</nowiki></tt>; it causes the article to start with a blank line. * In this case, do not use {{para|taxon}}; it does not cope with <tt><nowiki>{{hybrid}}</nowiki></tt>. Instead use {{para|genus}} and {{para|species}}. * Use <tt><nowiki>{{hybrid}}</nowiki></tt> rather than the × character in the value of the <tt><nowiki>species</nowiki></tt> parameter; this ensures that it will not be italicized in the displayed taxobox. * In the article body, you can either use <tt><nowiki>''Polygonatum'' × ''hybridum''</nowiki></tt> or <tt><nowiki>''Polygonatum {{hybrid}} hybridum''</nowiki></tt> to obtain the correct italicization. === Genus names duplicated across kingdoms === A special case is where the name of the genus is duplicated in different kingdoms, e.g. ''Acanthocarpus'' is used for a plant and an animal. Consider the page ''[[Acanthocarpus preissii]]''. The taxobox has to be set up in this way:<ref>The string created from the <tt>genus</tt> and <tt>species</tt> parameters is "Acanthocarpus (plant) preisii". As this is different from the page title, both {{tl|Italic title}} and the <nowiki>''</nowiki> around the value of the <tt>para</tt> parameter are need to produce italic output.</ref> :<tt><nowiki>{{Italic title}}{{Speciesbox</nowiki> :| genus = Acanthocarpus (plant) :| species = preissii :| name = <nowiki>''Acanthocarpus preissii''</nowiki> :| ... :}}</tt> Do not put a line break between <tt><nowiki>{{Italic title}}</nowiki></tt> and <tt><nowiki>{{Speciesbox...}}</nowiki></tt>; it causes the article to start with a blank line. The corresponding taxonomy template for the genus, [[:Template:Taxonomy/Acanthocarpus (plant)]], contains the line: :<tt>| link = Acanthocarpus (plant)|Acanthocarpus</tt> to ensure that wikilinks are to "Acanthocarpus (plant)" whereas the displayed genus name is "''Acanthocarpus''". Note that this approach is ''only'' necessary when the disambiguation is needed because genus names are duplicated across kingdoms. Thus ''[[Liriope muscari]]'' can have its automatic taxobox set up in the usual way, since [[Liriope (genus)|''Liriope'' (genus)]] is only qualified to distinguish it from non-biological uses of "Liriope". == Requirement for correct display == The template will generate a taxobox which will display correctly only if the taxonomy for the genus has already been created (i.e. Template:Taxonomy/''genusname'' already exists). If it does not, you will be asked to create it. One way is to look for the "fix" link and open it. == See also == * An example: [[Template:Speciesbox/example]] * [[Template:Subspeciesbox]] ==Notes== {{reflist}} <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] [[as:Template:Speciesbox]] </includeonly> 720b4d1c95297e5f49106ae509354f7a450c6942 10 32 63 62 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Speciesbox - Generate a taxobox infobox for species -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows "Speciesbox/sandbox" as sample output. -- -------------------------------------------- Invoke {Taxobox/core} --></noinclude>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range in template {geological range}, but checking -- to display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}} }}}|{{{youngest fossil|{{{youngest_fossil|Recent}}} }}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{ #if: {{{display parents|{{{display_parents|}}} }}} |{{#expr: {{{display parents|{{{display_parents|1}}} }}}-1}} |{{ #ifeq: {{taxonomy/{{{pname|{{PAGENAME}}|}}}|rank}} |genus | 2 | 0 }} }}<!-- AUTHORITY (etc): In the format "author, year". --><!-- Species-authority is redundant to binomial_authority; we'll just list it the once. (This avoids reference-duplication errors, too. | species_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}}--> | subgenus_authority = {{#if:{{{subgenus|}}}|{{{parent authority|{{{parent_authority|}}} }}} }} | authority = {{#if:{{{subgenus|}}}|{{{grandparent authority|{{{grandparent_authority|}}} }}} |{{{parent authority|{{{parent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgreatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species. If the page title should be italicized, then {{italic title}} is included in the name parameter. This will be the case whenever the genus + species (or just the genus) matches the page name; if unspecified, these parameters are generated from the page name itself. --> | name = {{#switch: {{PAGENAMEBASE}} <!-- Redundant line?? |{{{genus|}}} {{{species|}}} --> |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}} |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}}={{Italic title}}}}{{{name|''{{#if:{{select species|{{{species|}}}|{{{taxon|}}}|}}|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|}}|{{PAGENAMEBASE}} }}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}} }}} | image2_caption = {{{image2 caption|{{{image2_caption|}}} }}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{#if:{{{extinct|}}} |&dagger;<!-- -->|{{get dagger |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }}'''''{{str left|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}|1}}. {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}''''' | binomial = ''{{first word|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}'' | binomial_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}</noinclude> caf9f525d73c6d721835a59c62de53877909db0c 62 2012-11-24T13:19:10Z Wikid77 0 changed when no display_parents to set display_taxa = 2 when {PAGENAME} rank is genus else 0; added top comments wikitext text/x-wiki <noinclude><!-- -==================================================================== - Template:Speciesbox - Generate a taxobox infobox for species -==================================================================== -- -- This template chooses parameters to send to {Taxobox/core}, to -- generate a right-side taxobox infobox. Most parameters are just -- passed directly; some are explained with a comment. When run as -- stand-alone, template shows "Speciesbox/sandbox" as sample output. -- -------------------------------------------- Invoke {Taxobox/core} --></noinclude>{{Taxobox/core | edit link = {{{edit link|{{{edit_link|e}}} }}}<noinclude><!-- -- -- fossil_range: If the specified fossil range is a period supported -- by templates {period_start} and {next_period}, then it incorporates -- the specified range in template {geological range}, but checking -- to display properly. Otherwise, just passes parameter. --></noinclude> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}} }}}|{{{youngest fossil|{{{youngest_fossil|Recent}}} }}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{ #if: {{{display parents|{{{display_parents|}}} }}} |{{#expr: {{{display parents|{{{display_parents|1}}} }}}-1}} |{{ #ifeq: {{taxonomy/{{{pname|{{PAGENAME}}|}}}|rank}} |genus | 2 | 0 }} }}<!-- AUTHORITY (etc): In the format "author, year". --><!-- Species-authority is redundant to binomial_authority; we'll just list it the once. (This avoids reference-duplication errors, too. | species_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}}--> | subgenus_authority = {{#if:{{{subgenus|}}}|{{{parent authority|{{{parent_authority|}}} }}} }} | authority = {{#if:{{{subgenus|}}}|{{{grandparent authority|{{{grandparent_authority|}}} }}} |{{{parent authority|{{{parent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgreatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species. If the page title should be italicized, then {{italic title}} is included in the name parameter. This will be the case whenever the genus + species (or just the genus) matches the page name; if unspecified, these parameters are generated from the page name itself. --> | name = {{#switch: {{PAGENAMEBASE}} <!-- Redundant line?? |{{{genus|}}} {{{species|}}} --> |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}} |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}}={{Italic title}}}}{{{name|''{{#if:{{select species|{{{species|}}}|{{{taxon|}}}|}}|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}}}} {{select species|{{{species|}}}|{{{taxon|}}}|}}|{{PAGENAMEBASE}} }}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}} }}} | image2_caption = {{{image2 caption|{{{image2_caption|}}} }}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{#if:{{{extinct|}}} |&dagger;<!-- -->|{{get dagger |{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} }}'''''{{str left|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }}|1}}. {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}''''' | binomial = ''{{first word|{{select genus|{{{genus|}}}|{{{taxon|}}}|{{PAGENAME}} }} }} {{select species|{{{species|}}}|{{{taxon|}}}|{{PAGENAMEBASE}}}}'' | binomial_authority = {{{authority|{{{binomial authority|{{{binomial_authority|}}} }}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}<noinclude> {{documentation}}</noinclude> caf9f525d73c6d721835a59c62de53877909db0c 10 333 665 664 2013-05-08T17:45:38Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#Invoke:String | pos | target={{{1|}}} | pos={{{2|0}}} | no_category={{{nocategory|}}} }}</includeonly><noinclude> {{documentation}} </noinclude> 2df88ba968cdbbcf14c1d54065af3b961aa803a0 664 2013-02-25T05:38:17Z Dragons flight 0 error cat suppression wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#Invoke:String | pos | target={{{1|}}} | pos={{{2|0}}} | no_category={{{nocategory|}}} }}</includeonly><noinclude> {{documentation}} </noinclude> 2df88ba968cdbbcf14c1d54065af3b961aa803a0 10 101 201 200 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{ {{{|safesubst:}}}padleft:|{{{2|1}}}|{{{1}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 9c0bdb76d3fd64ecd8af888df4ec235e5aec0b33 200 2010-04-23T14:30:19Z Amalthea 0 Aargh wikitext text/x-wiki <includeonly>{{ {{{|safesubst:}}}padleft:|{{{2|1}}}|{{{1}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 9c0bdb76d3fd64ecd8af888df4ec235e5aec0b33 10 236 471 470 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#invoke:String|sublength|s={{{1}}}|i={{{2|0}}}|len={{{3|0}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 15b6cb357046304b29d70fa1c7b3ff7edfa2a8d0 470 2013-02-25T02:26:23Z Dragons flight 0 Dragons flight moved page [[Template:Str sub]] to [[Template:Str sub old]]: Moving quirky base-0 template to note that it doesn't follow Lua string conventions, e.g. base-1. wikitext text/x-wiki <includeonly>{{{{{|safesubst:}}}#invoke:String|sublength|s={{{1}}}|i={{{2|0}}}|len={{{3|0}}}}}</includeonly><noinclude> {{documentation}} </noinclude> 15b6cb357046304b29d70fa1c7b3ff7edfa2a8d0 10 285 569 568 2013-05-08T17:44:43Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#Invoke:String|find|source={{{1|}}}|{{{2}}}}}<noinclude> {{documentation}} [[Category:Wikipedia formatting and function templates]] [[Category:Templates with minimal expansion depth]] </noinclude> f20a72f02b0b9eefa2aaf1b1113870bb18ffc3e5 568 2013-02-26T10:32:10Z Dragons flight 0 Lua version wikitext text/x-wiki {{#Invoke:String|find|source={{{1|}}}|{{{2}}}}}<noinclude> {{documentation}} [[Category:Wikipedia formatting and function templates]] [[Category:Templates with minimal expansion depth]] </noinclude> f20a72f02b0b9eefa2aaf1b1113870bb18ffc3e5 10 430 859 858 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:MoS-guideline]] a928238f6012abdc3b16b8ce94fa73d2f5ad2a6c 858 2012-02-29T11:55:59Z SMcCandlish 0 moved [[Template:Style guideline]] to [[Template:Style-guideline]] over redirect: woops, that was a redir... wikitext text/x-wiki #REDIRECT [[Template:MoS-guideline]] a928238f6012abdc3b16b8ce94fa73d2f5ad2a6c 10 33 65 64 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- This template sends parameters to taxobox/core, which generates the output HTML. Most parameters are just passed directly; interesting ones are noted with a comment. -->{{Taxobox/core/sandbox | edit link = {{{edit link|{{{edit_link|e}}} }}}<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{{genus|}}}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{#expr:{{{display parents|{{{display_parents|1}}}}}}-2}}<!-- AUTHORITY (etc): In the format "author, year". --> | subspecies_authority = {{{authority|{{{trinomial authority|{{{trinomial_authority|}}}}}}}}} | species_authority = {{{parent authority|{{{binomial authority|{{{binomial_authority|}}}}}}}}} | subgenus_authority = {{#if:{{{subgenus|}}}|{{{grandparent_authority|{{{grandparent authority}}} }}} }} | authority = <!-- genus authority, = grandparent (or greatgrandparent, if subgenus specified) authority -->{{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species --> | name = {{{name|{{#ifeq:{{PAGENAMEBASE}}|{{{genus|}}} {{{species|}}} {{{subspecies|}}}|{{Italic title}}}}''{{{genus|}}} {{{species|}}} {{{subspecies|}}}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{{genus|}}} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{get dagger|{{{genus|}}} }}{{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{get dagger|{{{genus|}}} }}''[[{{{species link|{{{genus}}} {{{species}}} }}}{{!}}{{str left|{{{genus}}}|1}}. {{{species}}}]]'' | subspecies = {{get dagger|{{{genus|}}} }}'''''{{str left|{{{genus}}}|1}}. {{str left|{{{species}}}|1}}. {{{subspecies}}}''''' | trinomial = {{{trinomial|''{{{genus}}} {{{species}}} {{{subspecies}}}'' }}} | trinomial_authority = {{{authority|{{{trinomial authority|{{{trinomial_authority|}}} }}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</includeonly><noinclude>{{documentation}}</noinclude> 92ada0a5895a6dd6809a0b9308123ddaa7033b0a 64 2011-05-30T17:25:59Z Ucucha 0 need to add subspecies there wikitext text/x-wiki <includeonly><!-- This template sends parameters to taxobox/core, which generates the output HTML. Most parameters are just passed directly; interesting ones are noted with a comment. -->{{Taxobox/core/sandbox | edit link = {{{edit link|{{{edit_link|e}}} }}}<!-- FOSSIL RANGE: If the specified fossil range is a period supported by templates "period start" and "next period", then incorporate the specified range into template:Fossil range, having checked that it will display correctly. Otherwise, just pass on the stated parameter. --> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{{genus|}}}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{#expr:{{{display parents|{{{display_parents|1}}}}}}-2}}<!-- AUTHORITY (etc): In the format "author, year". --> | subspecies_authority = {{{authority|{{{trinomial authority|{{{trinomial_authority|}}}}}}}}} | species_authority = {{{parent authority|{{{binomial authority|{{{binomial_authority|}}}}}}}}} | subgenus_authority = {{#if:{{{subgenus|}}}|{{{grandparent_authority|{{{grandparent authority}}} }}} }} | authority = <!-- genus authority, = grandparent (or greatgrandparent, if subgenus specified) authority -->{{#if:{{{subgenus|}}}|{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} |{{{grandparent authority|{{{grandparent_authority|}}} }}} }} | parent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} |{{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} }} | grandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}} }} | greatgrandparent_authority = {{#if:{{{subgenus|}}}|{{{greatgreatgreatgreatgrandparent authority|{{{greatgreatgreatgreatgrandparent_authority|}}} }}} |{{{greatgreatgreatgrandparent authority|{{{greatgreatgreatgrandparent_authority|}}} }}} }}<!-- NAME : Genus + species --> | name = {{{name|{{#ifeq:{{PAGENAMEBASE}}|{{{genus|}}} {{{species|}}} {{{subspecies|}}}|{{Italic title}}}}''{{{genus|}}} {{{species|}}} {{{subspecies|}}}''}}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{#if:{{{color|{{{colour|}}} }}}|{{{color|{{{colour}}} }}}|{{taxobox colour|taxon={{{genus|}}} }} }} | status = {{{status|}}} | status_system = {{{status system|{{{status_system|}}} }}} | status_ref = {{{status ref|{{{status_ref|}}} }}} | status2 = {{{status2|}}} | status2_system = {{{status2 system|{{{status2_system|}}} }}} | status2_ref = {{{status2 ref|{{{status2_ref|}}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity link|{{{diversity_link|}}} }}} | subgenus = {{get dagger|{{{genus|}}} }}{{#if:{{{subgenus|}}}|''{{{subgenus}}}''}} | species = {{get dagger|{{{genus|}}} }}''[[{{{species link|{{{genus}}} {{{species}}} }}}{{!}}{{str left|{{{genus}}}|1}}. {{{species}}}]]'' | subspecies = {{get dagger|{{{genus|}}} }}'''''{{str left|{{{genus}}}|1}}. {{str left|{{{species}}}|1}}. {{{subspecies}}}''''' | trinomial = {{{trinomial|''{{{genus}}} {{{species}}} {{{subspecies}}}'' }}} | trinomial_authority = {{{authority|{{{trinomial authority|{{{trinomial_authority|}}} }}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{{taxon|}}}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|Subspecies }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</includeonly><noinclude>{{documentation}}</noinclude> 92ada0a5895a6dd6809a0b9308123ddaa7033b0a 10 240 479 478 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is only suitable for taxa whose names are regulated by the ''[[International Code of Zoological Nomenclature]]''. For ranks below species whose names are regulated by the ''[[International Code of Nomenclature for algae, fungi, and plants]]'' see [[Template:Infraspeciesbox]]. === Usage === Usage is exactly the same as [[Template:Automatic taxobox]], except that you need to specify: * {{para|genus|name of the genus (e.g. Quercus)}} * {{para|subgenus|link to subgenus}} * {{para|species|specific epithet (e.g. major) }} * {{para|species link|}} (optional link to page about species; defaults to ''<code>genus species</code>'') * {{para|subspecies|subspecific epithet (e.g. major) }} === See also === An example: [[Template:Subspeciesbox/example]] * [[Template:Infraspeciesbox]] * [[Template:Speciesbox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 1edd48f7dc93d0044c7cba7851ce6be8baadf3d4 478 2012-09-20T17:47:01Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is only suitable for taxa whose names are regulated by the ''[[International Code of Zoological Nomenclature]]''. For ranks below species whose names are regulated by the ''[[International Code of Nomenclature for algae, fungi, and plants]]'' see [[Template:Infraspeciesbox]]. === Usage === Usage is exactly the same as [[Template:Automatic taxobox]], except that you need to specify: * {{para|genus|name of the genus (e.g. Quercus)}} * {{para|subgenus|link to subgenus}} * {{para|species|specific epithet (e.g. major) }} * {{para|species link|}} (optional link to page about species; defaults to ''<code>genus species</code>'') * {{para|subspecies|subspecific epithet (e.g. major) }} === See also === An example: [[Template:Subspeciesbox/example]] * [[Template:Infraspeciesbox]] * [[Template:Speciesbox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 1edd48f7dc93d0044c7cba7851ce6be8baadf3d4 10 237 473 472 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Str sub old]] bbdcaaa3082aed8a4908c5dda33dca1183222f1f 472 2013-02-25T22:02:17Z Redrose64 0 fix double redirect wikitext text/x-wiki #REDIRECT [[Template:Str sub old]] bbdcaaa3082aed8a4908c5dda33dca1183222f1f 10 431 861 860 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Tl]] 69fe34340c46c356e0b01b31ca783b9a5e2a388d 860 2007-01-01T22:42:47Z Tariqabjotu 0 Protected Template:T1: high-profile template [edit=sysop:move=sysop] wikitext text/x-wiki #REDIRECT [[Template:Tl]] 69fe34340c46c356e0b01b31ca783b9a5e2a388d 10 102 203 202 2013-05-08T17:44:29Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{{1}}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 4c373f63c748550e31eae44091e08a02b3c2c854 202 2012-04-23T11:09:43Z AGK 0 Changed protection level of Template:T^: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{taxonomy/{{{1}}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 4c373f63c748550e31eae44091e08a02b3c2c854 10 145 289 288 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 58e0fc9f645504ea5a2a60dc27e576387045f3d9 288 2011-01-28T22:32:00Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 58e0fc9f645504ea5a2a60dc27e576387045f3d9 10 146 291 290 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> c007865e60fa54e2af012ef947e6e38d241f96d9 290 2011-01-28T22:31:57Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> c007865e60fa54e2af012ef947e6e38d241f96d9 10 147 293 292 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> db90709d3234171210e117f3ae66a885de0d2798 292 2011-01-28T22:31:54Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> db90709d3234171210e117f3ae66a885de0d2798 10 148 295 294 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 870cf36624eac1690650d92fbb2e65ddf7eb8858 294 2012-04-23T11:09:44Z AGK 0 Protected Template:T^13: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 870cf36624eac1690650d92fbb2e65ddf7eb8858 10 149 297 296 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki 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{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 8feffa4c9225c92cb75ef687c4ab306f32257b90 10 106 211 210 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> eb5ab9efdf6ef86904510c2123618b71c75093a8 210 2012-04-23T11:09:44Z AGK 0 Changed protection level of Template:T^4: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> eb5ab9efdf6ef86904510c2123618b71c75093a8 10 107 213 212 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> d4d53ddb450b77c789d7e13b46c35292bbc02209 212 2011-01-28T22:32:24Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> d4d53ddb450b77c789d7e13b46c35292bbc02209 10 108 215 214 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> f231a138e3d7a3169e69994afb496a7051c681c3 214 2011-01-28T22:32:27Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> f231a138e3d7a3169e69994afb496a7051c681c3 10 109 217 216 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 1dfb86ead8a381830a503d5eb3ff67f158a17b96 216 2011-01-28T22:32:31Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 1dfb86ead8a381830a503d5eb3ff67f158a17b96 10 110 219 218 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 92a28cda6552821e5f1392e0584c4e545234e0f9 218 2012-09-01T18:50:57Z Ganeshk 0 revert depth limit change; can implement after Smith609's review wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 92a28cda6552821e5f1392e0584c4e545234e0f9 10 150 299 298 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 5ea92ed6b34e67031dfa35d2ff8284de882e6d49 298 2011-01-28T22:32:34Z WOSlinker 0 add cat wikitext text/x-wiki {{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> 5ea92ed6b34e67031dfa35d2ff8284de882e6d49 10 111 221 220 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> c6524e43eff297e46042a2041f86fed9fafd5033 220 2012-04-23T11:09:45Z AGK 0 Changed protection level of Template:T^^: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}<noinclude> [[Category:Taxobox templates]] </noinclude> c6524e43eff297e46042a2041f86fed9fafd5033 10 432 863 862 2013-05-08T17:46:30Z Acwebadmin 1 1 revision wikitext text/x-wiki <code style="white-space:nowrap;">{{#switch:{{{2|pair}}} |c|close = <!--nothing--> |s|single |o|open |p|pair = &lt;{{{1|tag}}}{{#if:{{{params|}}}|&#32;{{{params}}}}} }}{{#switch:{{{2|pair}}} |c|close = {{{content|}}} |s|single = &#32;&#47;&gt; |o|open = &gt;{{{content|}}} |p|pair = &gt;{{{content|...}}} }}{{#switch:{{{2|pair}}} |s|single |o|open = <!--nothing--> |c|close |p|pair = &lt;&#47;{{{1|tag}}}&gt; }}</code><noinclude> {{documentation}} </noinclude> 7c8003f540f61572908fabb392c47f319f0a286d 862 2011-11-21T00:25:23Z Edokter 0 I think this is a solution to a non-existing problem. wikitext text/x-wiki <code style="white-space:nowrap;">{{#switch:{{{2|pair}}} |c|close = <!--nothing--> |s|single |o|open |p|pair = &lt;{{{1|tag}}}{{#if:{{{params|}}}|&#32;{{{params}}}}} }}{{#switch:{{{2|pair}}} |c|close = {{{content|}}} |s|single = &#32;&#47;&gt; |o|open = &gt;{{{content|}}} |p|pair = &gt;{{{content|...}}} }}{{#switch:{{{2|pair}}} |s|single |o|open = <!--nothing--> |c|close |p|pair = &lt;&#47;{{{1|tag}}}&gt; }}</code><noinclude> {{documentation}} </noinclude> 7c8003f540f61572908fabb392c47f319f0a286d 10 394 787 786 2013-05-08T17:46:23Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><div>{{Taxobox/core | colour = {{#if:{{{color|{{{colour|}}}}}}|{{{color|{{{colour|}}}}}}|{{#ifeq:{{{domain}}}|[[Bacteria]]|{{Taxobox colour|[[Bacteria]]}}|{{Taxobox colour|{{{regnum|{{{virus_group|{{{virus group|{{{unranked_phylum|{{{unranked phylum|{{{unranked_superdivisio|{{{unranked superdivisio|{{{phylum|}}} }}} }}} }}} }}} }}} }}} }}} }} }} }} | name = {{#if:{{{name|}}}|{{{name}}}|{{Taxobox name|{{{genus}}}|{{{species}}}|{{{binomial}}}}}}} | status = {{{status|}}} | status_system = {{{status_system|{{{status system|}}}}}} | status_ref = {{{status_ref|{{{status ref|}}}}}} | status2 = {{{status2|}}} | status2_system = {{{status2_system|{{{status2 system|}}}}}} | status2_ref = {{{status2_ref|{{{status2 ref|}}}}}} | extinct = {{{extinct|}}} | temporal_range = {{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}}}}} | image_alt = {{{image_alt|{{{image alt|}}}}}} | image_caption = {{{image_caption|{{{image caption|}}}}}} | image2 = {{{image2|}}} | image2_width = {{{image2_width|{{{image2 width|}}}}}} | image2_alt = {{{image2_alt|{{{image2 alt|}}}}}} | image2_caption = {{{image2_caption|{{{image2 caption|}}}}}} | classification_status = {{{classification_status|{{{classification status|}}}}}} | virus_group = {{{virus_group|{{{virus group|}}}}}} | unranked_superdomain = {{{unranked_superdomain|{{{unranked superdomain|}}} }}} | unranked_superdomain_authority = {{{unranked_superdomain_authority|{{{unranked superdomain authority|}}}}}} | superdomain = {{{superdomain|}}} | superdomain_authority = 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divisio_authority = {{{divisio_authority|{{{divisio authority|}}}}}} | unranked_phylum= {{{unranked_phylum|{{{unranked phylum|}}}}}} | unranked_phylum_authority = {{{unranked_phylum_authority|{{{unranked phylum authority|}}}}}} | phylum = {{{phylum|}}} | phylum_authority = {{{phylum_authority|{{{phylum authority|}}}}}} | unranked_subdivisio= {{{unranked_subdivisio|{{{unranked subdivisio|}}}}}} | unranked_subdivisio_authority = {{{unranked_subdivisio_authority|{{{unranked subdivisio authority|}}}}}} | subdivisio = {{{subdivisio|}}} | subdivisio_authority = {{{subdivisio_authority|{{{subdivisio authority|}}}}}} | unranked_subphylum= {{{unranked_subphylum|{{{unranked subphylum|}}}}}} | unranked_subphylum_authority = {{{unranked_subphylum_authority|{{{unranked subphylum authority|}}}}}} | subphylum = {{{subphylum|}}} | subphylum_authority = {{{subphylum_authority|{{{subphylum authority|}}}}}} | unranked_infraphylum= {{{unranked_infraphylum|{{{unranked infraphylum|}}}}}} | unranked_infraphylum_authority = {{{unranked_infraphylum_authority|{{{unranked infraphylum authority|}}}}}} | infraphylum = {{{infraphylum|}}} | infraphylum_authority = {{{infraphylum_authority|{{{infraphylum authority|}}}}}} | unranked_microphylum= {{{unranked_microphylum|{{{unranked microphylum|}}}}}} | unranked_microphylum_authority = {{{unranked_microphylum_authority|{{{unranked microphylum authority|}}}}}} | microphylum = {{{microphylum|}}} | microphylum_authority = {{{microphylum_authority|{{{microphylum authority|}}}}}} | unranked_nanophylum= {{{unranked_nanophylum|{{{unranked nanophylum|}}}}}} | unranked_nanophylum_authority = {{{unranked_nanophylum_authority|{{{unranked nanophylum authority|}}}}}} | nanophylum = {{{nanophylum|}}} | nanophylum_authority = {{{nanophylum_authority|{{{nanophylum authority|}}}}}} | unranked_superclassis= {{{unranked_superclassis|{{{unranked superclassis|}}}}}} | unranked_superclassis_authority = {{{unranked_superclassis_authority|{{{unranked 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{{{species_complex|{{{species complex|}}}}}} | species_complex_authority = {{{species_complex_authority|{{{species complex authority|}}}}}} | unranked_species = {{{unranked_species|{{{unranked species|}}}}}} | unranked_species_authority = {{{unranked_species_authority|{{{unranked species authority|}}}}}} | species = {{{species|}}} | species_authority = {{{species_authority|}}} | unranked_subspecies = {{{unranked_subspecies|{{{unranked subspecies|}}}}}} | unranked_subspecies_authority = {{{unranked_subspecies_authority|{{{unranked subspecies authority|}}}}}} | subspecies = {{{subspecies|}}} | subspecies_authority = {{{subspecies_authority|{{{subspecies authority|}}}}}} | unranked_variety = {{{unranked_variety|{{{unranked variety|}}}}}} | unranked_variety_authority = {{{unranked_variety_authority|}}} | variety = {{{variety|}}} | variety_authority = {{{variety_authority|{{{variety authority|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity_link|{{{diversity link|}}}}}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial_authority|{{{binomial authority|}}}}}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial_authority|{{{trinomial authority|}}}}}} | type_genus = {{{type_genus|{{{type genus|}}}}}} | type_genus_authority = {{{type_genus_authority|{{{type genus authority|}}}}}} | type_species = {{{type_species|{{{type species|}}}}}} | type_species_authority = {{{type_species_authority|{{{type species authority|}}}}}} | subdivision = {{{subdivision|}}} | subdivision_ranks = {{{subdivision_ranks|{{{subdivision ranks|}}}}}} | type_strain = {{{type_strain|{{{type strain|}}}}}} | range_map = {{{range_map|{{{range map|}}}}}} | range_map_width = {{{range_map_width|{{{range map width|}}}}}} | range_map_alt = {{{range_map_alt|{{{range map alt|}}}}}} | range_map_caption = {{{range_map_caption|{{{range map caption|}}}}}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2_authority|{{{binomial2 authority|}}}}}} | range_map2 = {{{range_map2|}}} | range_map2_width = {{{range_map2_width|{{{range map2 width|}}}}}} | range_map2_alt = {{{range_map2_alt|{{{range map2 alt|}}}}}} | range_map2_caption = {{{range_map2_caption|{{{range map2 caption|}}}}}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3_authority|{{{binomial3 authority|}}}}}} | range_map3 = {{{range_map3|{{{range map3|}}}}}} | range_map3_width = {{{range_map3_width|{{{range map3 width|}}}}}} | range_map3_alt = {{{range_map3_alt|{{{range map3 alt|}}}}}} | range_map3_caption = {{{range_map3_caption|{{{range map3 caption|}}}}}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4_authority|{{{binomial4 authority|}}}}}} | range_map4 = {{{range_map4|{{{range map4|}}}}}} | range_map4_width = {{{range_map4_width|{{{range map4 width|}}}}}} | range_map4_alt = {{{range_map4_alt|{{{range map4 alt|}}}}}} | range_map4_caption = {{{range_map4_caption|{{{range map4 caption|}}}}}} | synonyms_ref = {{{synonyms_ref|{{{synonyms ref|}}}}}} | synonyms = {{{synonyms|}}} | footer = {{{footer|}}} }}</div>{{#if:{{{extinct|}}}|[[Category:Taxoboxes using extinct parameters]]}}</includeonly><noinclude>{{documentation}}</noinclude> a4564f3273a03517cd24f72eb575e26227dc0c40 786 2013-01-11T20:51:13Z Bob the Wikipedian 0 trying again, this time with the right number of braces :D wikitext text/x-wiki <includeonly><div>{{Taxobox/core | colour = {{#if:{{{color|{{{colour|}}}}}}|{{{color|{{{colour|}}}}}}|{{#ifeq:{{{domain}}}|[[Bacteria]]|{{Taxobox colour|[[Bacteria]]}}|{{Taxobox colour|{{{regnum|{{{virus_group|{{{virus group|{{{unranked_phylum|{{{unranked phylum|{{{unranked_superdivisio|{{{unranked superdivisio|{{{phylum|}}} }}} }}} }}} }}} }}} }}} }}} }} }} }} | name = {{#if:{{{name|}}}|{{{name}}}|{{Taxobox name|{{{genus}}}|{{{species}}}|{{{binomial}}}}}}} | status = {{{status|}}} | status_system = {{{status_system|{{{status system|}}}}}} | status_ref = {{{status_ref|{{{status ref|}}}}}} | status2 = {{{status2|}}} | status2_system = {{{status2_system|{{{status2 system|}}}}}} | status2_ref = {{{status2_ref|{{{status2 ref|}}}}}} | extinct = {{{extinct|}}} | temporal_range = {{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}}}}} | image_alt = {{{image_alt|{{{image alt|}}}}}} | image_caption = {{{image_caption|{{{image caption|}}}}}} | image2 = {{{image2|}}} | image2_width = {{{image2_width|{{{image2 width|}}}}}} | image2_alt = {{{image2_alt|{{{image2 alt|}}}}}} | image2_caption = {{{image2_caption|{{{image2 caption|}}}}}} | classification_status = {{{classification_status|{{{classification status|}}}}}} | virus_group = {{{virus_group|{{{virus group|}}}}}} | unranked_superdomain = {{{unranked_superdomain|{{{unranked superdomain|}}} }}} | unranked_superdomain_authority = {{{unranked_superdomain_authority|{{{unranked superdomain authority|}}}}}} | superdomain = {{{superdomain|}}} | superdomain_authority = {{{superdomaindomain_authority|{{{superdomaindomain authority|}}}}}} | unranked_domain= {{{unranked_domain|{{{unranked domain|}}}}}} | unranked_domain_authority = {{{unranked_domain_authority|{{{unranked domain authority|}}}}}} | domain = {{{domain|}}} | domain_authority = {{{domain_authority|{{{domain authority|}}}}}} | unranked_superregnum= {{{unranked_superregnum|{{{unranked superregnum|}}}}}} | unranked_superregnum_authority = {{{unranked_superregnum_authority|{{{unranked superregnum authority|}}}}}} | superregnum = {{{superregnum|}}} | superregnum_authority = {{{superregnum_authority|{{{superregnum authority|}}}}}} | unranked_regnum = {{{unranked_regnum|{{{unranked regnum|}}}}}} | unranked_regnum_authority = {{{unranked_regnum_authority|{{{unranked regnum authority|}}}}}} | regnum = {{{regnum|}}} | regnum_authority = {{{regnum_authority|{{{regnum authority|}}}}}} | unranked_subregnum= {{{unranked_subregnum|{{{unranked subregnum|}}}}}} | unranked_subregnum_authority = {{{unranked_subregnum_authority|{{{unranked subregnum authority|}}}}}} | subregnum = {{{subregnum|}}} | subregnum_authority = {{{subregnum_authority|{{{subregnum authority|}}}}}} | unranked_superdivisio= {{{unranked_superdivisio|{{{unranked superdivisio|}}}}}} | unranked_superdivisio_authority = {{{unranked_superdivisio_authority|{{{unranked superdivisio authority|}}}}}} | superdivisio = {{{superdivisio|}}} | superdivisio_authority = {{{superdivisio_authority|{{{superdivisio authority|}}}}}} | unranked_superphylum= {{{unranked_superphylum|{{{unranked superphylum|}}}}}} | unranked_superphylum_authority = {{{unranked_superphylum_authority|{{{unranked superphylum authority|}}}}}} | superphylum = {{{superphylum|}}} | superphylum_authority = {{{superphylum_authority|{{{superphylum authority|}}}}}} | unranked_divisio = {{{unranked_divisio|{{{unranked divisio|}}}}}} | unranked_divisio_authority = {{{unranked_divisio_authority|{{{unranked divisio authority|}}} }}} | divisio = {{{divisio|}}} | divisio_authority = {{{divisio_authority|{{{divisio authority|}}}}}} | unranked_phylum= {{{unranked_phylum|{{{unranked phylum|}}}}}} | unranked_phylum_authority = {{{unranked_phylum_authority|{{{unranked phylum authority|}}}}}} | phylum = {{{phylum|}}} | phylum_authority = {{{phylum_authority|{{{phylum authority|}}}}}} | unranked_subdivisio= {{{unranked_subdivisio|{{{unranked subdivisio|}}}}}} | unranked_subdivisio_authority = {{{unranked_subdivisio_authority|{{{unranked subdivisio authority|}}}}}} | subdivisio = {{{subdivisio|}}} | subdivisio_authority = {{{subdivisio_authority|{{{subdivisio authority|}}}}}} | unranked_subphylum= {{{unranked_subphylum|{{{unranked subphylum|}}}}}} | unranked_subphylum_authority = {{{unranked_subphylum_authority|{{{unranked subphylum authority|}}}}}} | subphylum = {{{subphylum|}}} | subphylum_authority = {{{subphylum_authority|{{{subphylum authority|}}}}}} | unranked_infraphylum= {{{unranked_infraphylum|{{{unranked infraphylum|}}}}}} | unranked_infraphylum_authority = {{{unranked_infraphylum_authority|{{{unranked infraphylum authority|}}}}}} | infraphylum = {{{infraphylum|}}} | infraphylum_authority = {{{infraphylum_authority|{{{infraphylum authority|}}}}}} | unranked_microphylum= {{{unranked_microphylum|{{{unranked microphylum|}}}}}} | unranked_microphylum_authority = {{{unranked_microphylum_authority|{{{unranked microphylum authority|}}}}}} | microphylum = {{{microphylum|}}} | microphylum_authority = {{{microphylum_authority|{{{microphylum authority|}}}}}} | unranked_nanophylum= {{{unranked_nanophylum|{{{unranked nanophylum|}}}}}} | unranked_nanophylum_authority = {{{unranked_nanophylum_authority|{{{unranked nanophylum authority|}}}}}} | nanophylum = {{{nanophylum|}}} | nanophylum_authority = {{{nanophylum_authority|{{{nanophylum authority|}}}}}} | unranked_superclassis= {{{unranked_superclassis|{{{unranked superclassis|}}}}}} | unranked_superclassis_authority = {{{unranked_superclassis_authority|{{{unranked superclassis authority|}}}}}} | superclassis = {{{superclassis|}}} | superclassis_authority = {{{superclassis_authority|{{{superclassis authority|}}}}}} | unranked_classis = {{{unranked_classis|{{{unranked classis|}}}}}} | unranked_classis_authority = {{{unranked_classis_authority|{{{unranked classis authority|}}}}}} | classis = {{{classis|}}} | classis_authority = {{{classis_authority|{{{classis authority|}}}}}} | unranked_subclassis = {{{unranked_subclassis|{{{unranked subclassis|}}}}}} | unranked_subclassis_authority = {{{unranked_subclassis_authority|{{{unranked subclassis authority|}}}}}} | subclassis = {{{subclassis|}}} | subclassis_authority = {{{subclassis_authority|{{{subclassis authority|}}}}}} | unranked_infraclassis = {{{unranked_infraclassis|{{{unranked infraclassis|}}}}}} | unranked_infraclassis_authority = {{{unranked_infraclassis_authority|{{{unranked infraclassis authority|}}}}}} | infraclassis = {{{infraclassis|}}} | infraclassis_authority = {{{infraclassis_authority|{{{infraclassis authority|}}}}}} | unranked_magnordo= {{{unranked_magnordo|{{{unranked magnordo|}}}}}} | unranked_magnordo_authority = {{{unranked_magnordo_authority|{{{unranked magnordo authority|}}}}}} | magnordo = {{{magnordo|}}} | magnordo_authority = {{{magnordo_authority|{{{magnordo authority|}}}}}} | unranked_superordo= {{{unranked_superordo|{{{unranked superordo|}}}}}} | unranked_superordo_authority = {{{unranked_superordo_authority|{{{unranked superordo authority|}}}}}} | superordo = {{{superordo|}}} | superordo_authority = {{{superordo_authority|{{{superordo authority|}}}}}} | unranked_ordo = {{{unranked_ordo|{{{unranked ordo|}}}}}} | unranked_ordo_authority = {{{unranked_ordo_authority|{{{unranked ordo authority|}}}}}} | ordo = {{{ordo|}}} | ordo_authority = {{{ordo_authority|{{{ordo authority|}}}}}} | unranked_subordo= {{{unranked_subordo|{{{unranked subordo|}}}}}} | unranked_subordo_authority = {{{unranked_subordo_authority|{{{unranked subordo authority|}}}}}} | subordo = {{{subordo|}}} | subordo_authority = {{{subordo_authority|{{{subordo authority|}}}}}} | unranked_infraordo= {{{unranked_infraordo|{{{unranked infraordo|}}}}}} | unranked_infraordo_authority = {{{unranked_infraordo_authority|{{{unranked infraordo authority|}}}}}} | infraordo = {{{infraordo|}}} | infraordo_authority = {{{infraordo_authority|{{{infraordo authority|}}}}}} | unranked_parvordo= {{{unranked_parvordo|{{{unranked parvordo|}}}}}} | unranked_parvordo_authority = {{{unranked_parvordo_authority|{{{unranked parvordo authority|}}}}}} | parvordo = {{{parvordo|}}} | parvordo_authority = {{{parvordo_authority|{{{parvordo authority|}}}}}} | zoodivisio = {{{zoodivisio|}}} | zoodivisio_authority = {{{zoodivisio_authority|{{{zoodivisio authority|}}}}}} | unranked_zoosectio = {{{unranked_zoosectio|{{{unranked zoosectio|}}}}}} | unranked_zoosectio_authority = {{{unranked_zoosectio_authority|{{{unranked zoosectio authority|}}}}}} | zoosectio = {{{zoosectio|}}} | zoosectio_authority = {{{zoosectio_authority|{{{zoosectio authority|}}}}}} | unranked_zoosubsectio = {{{unranked_zoosubsectio|{{{unranked zoosubsectio|}}}}}} | unranked_zoosubsectio_authority = {{{unranked_zoosubsectio_authority|{{{unranked zoosubsectio authority|}}}}}} | zoosubsectio = {{{zoosubsectio|}}} | zoosubsectio_authority = {{{zoosubsectio_authority|{{{zoosubsectio authority|}}}}}} | unranked_superfamilia= {{{unranked_superfamilia|{{{unranked superfamilia|}}}}}} | unranked_superfamilia_authority = {{{unranked_superfamilia_authority|{{{unranked superfamilia authority|}}}}}} | superfamilia = {{{superfamilia|}}} | superfamilia_authority = {{{superfamilia_authority|{{{superfamilia authority|}}}}}} | unranked_familia = {{{unranked_familia|{{{unranked familia|}}}}}} | unranked_familia_authority = {{{unranked_familia_authority|{{{unranked familia authority|}}}}}} | familia = {{{familia|}}} | familia_authority = {{{familia_authority|{{{familia authority|}}}}}} | unranked_subfamilia = {{{unranked_subfamilia|{{{unranked subfamilia|}}}}}} | unranked_subfamilia_authority = {{{unranked_subfamilia_authority|{{{unranked subfamilia authority|}}}}}} | subfamilia = {{{subfamilia|}}} | subfamilia_authority = {{{subfamilia_authority|{{{subfamilia authority|}}}}}} | unranked_supertribus = {{{unranked_supertribus|{{{unranked supertribus|}}}}}} | unranked_supertribus_authority = {{{unranked_supertribus_authority|{{{unranked supertribus authority|}}}}}} | supertribus = {{{supertribus|}}} | supertribus_authority = {{{supertribus_authority|{{{supertribus authority|}}}}}} | unranked_tribus = {{{unranked_tribus|{{{unranked tribus|}}}}}} | unranked_tribus_authority = {{{unranked_tribus_authority|{{{unranked tribus authority|}}}}}} | tribus = {{{tribus|}}} | tribus_authority = {{{tribus_authority|{{{tribus authority|}}}}}} | unranked_subtribus = {{{unranked_subtribus|{{{unranked subtribus|}}}}}} | unranked_subtribus_authority = {{{unranked_subtribus_authority|{{{unranked subtribus authority|}}}}}} | subtribus = {{{subtribus|}}} | subtribus_authority = {{{subtribus_authority|{{{subtribus authority|}}}}}} | unranked_alliance = {{{unranked_alliance|{{{unranked alliance|}}}}}} | unranked_alliance_authority = {{{unranked_alliance_authority|{{{unranked alliance authority|}}}}}} | alliance = {{{alliance|}}} | alliance_authority = {{{alliance_authority|{{{alliance authority|}}}}}} | unranked_genus = {{{unranked_genus|{{{unranked genus|}}}}}} | unranked_genus_authority = {{{unranked_genus_authority|{{{unranked genus authority|}}}}}} | genus = {{{genus|}}} | genus_authority = {{{genus_authority|{{{genus authority|}}}}}} | unranked_subgenus = {{{unranked_subgenus|{{{unranked subgenus|}}}}}} | unranked_subgenus_authority = {{{unranked_subgenus_authority|{{{unranked subgenus authority|}}}}}} | subgenus = {{{subgenus|}}} | subgenus_authority = {{{subgenus_authority|{{{subgenus authority|}}}}}} | unranked_sectio = {{{unranked_sectio|{{{unranked sectio|}}}}}} | unranked_sectio_authority = {{{unranked_sectio_authority|{{{unranked sectio authority|}}}}}} | sectio = {{{sectio|}}} | sectio_authority = {{{sectio_authority|{{{sectio authority|}}}}}} | unranked_subsectio = {{{unranked_subsectio|{{{unranked subsectio|}}}}}} | unranked_subsectio_authority = {{{unranked_subsectio_authority|{{{unranked subsectio authority|}}}}}} | subsectio = {{{subsectio|}}} | subsectio_authority = {{{subsectio_authority|{{{subsectio authority|}}}}}} | unranked_series = {{{unranked_series|{{{unranked series|}}}}}} | unranked_series_authority = {{{unranked_series_authority|{{{unranked series authority|}}}}}} | series = {{{series|}}} | series_authority = {{{series_authority|{{{series authority|}}}}}} | unranked_subseries = {{{unranked_subseries|{{{unranked subseries|}}}}}} | unranked_subseries_authority = {{{unranked_subseries_authority|{{{unranked subseries authority|}}}}}} | subseries = {{{subseries|}}} | subseries_authority = {{{subseries_authority|{{{subseries authority|}}}}}} | unranked_species_group = {{{unranked_species_group|{{{unranked species group|}}}}}} | unranked_species_group_authority = {{{unranked_species_group_authority|{{{unranked species group authority|}}}}}} | species_group = {{{species_group|{{{species group|}}}}}} | species_group_authority = {{{species_group_authority|{{{species group authority|}}}}}} | unranked_species_subgroup = {{{unranked_species_subgroup|{{{unranked species subgroup|}}}}}} | unranked_species_subgroup_authority = {{{unranked_species_subgroup_authority|{{{unranked species subgroup authority|}}}}}} | species_subgroup = {{{species_subgroup|{{{species subgroup|}}}}}} | species_subgroup_authority = {{{species_subgroup_authority|{{{species subgroup authority|}}}}}} | unranked_species_complex = {{{unranked_species_complex|{{{unranked species complex|}}}}}} | unranked_species_complex_authority = {{{unranked_species_complex_authority|{{{unranked species complex authority|}}}}}} | species_complex = {{{species_complex|{{{species complex|}}}}}} | species_complex_authority = {{{species_complex_authority|{{{species complex authority|}}}}}} | unranked_species = {{{unranked_species|{{{unranked species|}}}}}} | unranked_species_authority = {{{unranked_species_authority|{{{unranked species authority|}}}}}} | species = {{{species|}}} | species_authority = {{{species_authority|}}} | unranked_subspecies = {{{unranked_subspecies|{{{unranked subspecies|}}}}}} | unranked_subspecies_authority = {{{unranked_subspecies_authority|{{{unranked subspecies authority|}}}}}} | subspecies = {{{subspecies|}}} | subspecies_authority = {{{subspecies_authority|{{{subspecies authority|}}}}}} | unranked_variety = {{{unranked_variety|{{{unranked variety|}}}}}} | unranked_variety_authority = {{{unranked_variety_authority|}}} | variety = {{{variety|}}} | variety_authority = {{{variety_authority|{{{variety authority|}}}}}} | diversity = {{{diversity|}}} | diversity_link = {{{diversity_link|{{{diversity link|}}}}}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial_authority|{{{binomial authority|}}}}}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial_authority|{{{trinomial authority|}}}}}} | type_genus = {{{type_genus|{{{type genus|}}}}}} | type_genus_authority = {{{type_genus_authority|{{{type genus authority|}}}}}} | type_species = {{{type_species|{{{type species|}}}}}} | type_species_authority = {{{type_species_authority|{{{type species authority|}}}}}} | subdivision = {{{subdivision|}}} | subdivision_ranks = {{{subdivision_ranks|{{{subdivision ranks|}}}}}} | type_strain = {{{type_strain|{{{type strain|}}}}}} | range_map = {{{range_map|{{{range map|}}}}}} | range_map_width = {{{range_map_width|{{{range map width|}}}}}} | range_map_alt = {{{range_map_alt|{{{range map alt|}}}}}} | range_map_caption = {{{range_map_caption|{{{range map caption|}}}}}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2_authority|{{{binomial2 authority|}}}}}} | range_map2 = {{{range_map2|}}} | range_map2_width = {{{range_map2_width|{{{range map2 width|}}}}}} | range_map2_alt = {{{range_map2_alt|{{{range map2 alt|}}}}}} | range_map2_caption = {{{range_map2_caption|{{{range map2 caption|}}}}}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3_authority|{{{binomial3 authority|}}}}}} | range_map3 = {{{range_map3|{{{range map3|}}}}}} | range_map3_width = {{{range_map3_width|{{{range map3 width|}}}}}} | range_map3_alt = {{{range_map3_alt|{{{range map3 alt|}}}}}} | range_map3_caption = {{{range_map3_caption|{{{range map3 caption|}}}}}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4_authority|{{{binomial4 authority|}}}}}} | range_map4 = {{{range_map4|{{{range map4|}}}}}} | range_map4_width = {{{range_map4_width|{{{range map4 width|}}}}}} | range_map4_alt = {{{range_map4_alt|{{{range map4 alt|}}}}}} | range_map4_caption = {{{range_map4_caption|{{{range map4 caption|}}}}}} | synonyms_ref = {{{synonyms_ref|{{{synonyms ref|}}}}}} | synonyms = {{{synonyms|}}} | footer = {{{footer|}}} }}</div>{{#if:{{{extinct|}}}|[[Category:Taxoboxes using extinct parameters]]}}</includeonly><noinclude>{{documentation}}</noinclude> a4564f3273a03517cd24f72eb575e26227dc0c40 10 314 627 626 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>transparent; text-align:center; border: 1px solid red;[[Category:Taxoboxes with an invalid color]]</includeonly><noinclude>{{documentation|Template:Taxobox colour/doc}}</noinclude> 0cf77f7f4a5e3c59fb1419901f6f844bffbff8a1 626 2011-05-15T22:44:54Z Bob the Wikipedian 0 add tracking category wikitext text/x-wiki <includeonly>transparent; text-align:center; border: 1px solid red;[[Category:Taxoboxes with an invalid color]]</includeonly><noinclude>{{documentation|Template:Taxobox colour/doc}}</noinclude> 0cf77f7f4a5e3c59fb1419901f6f844bffbff8a1 10 112 223 222 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; width: 200px; font-size: 100%" |- ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}}| }}" | {{#if:{{{name|}}}|{{{name}}}|{{PAGENAME}} }}{{#if:{{{temporal_range|}}}|<br /><small>Temporal range: {{{temporal_range}}}</small>}} |- {{#if:{{{image|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image}}}{{!}}{{#if:{{{image_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image_alt|}}}]] {{!}}- {{#if:{{{image_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image_caption}}} {{!}}- }} }} {{#if:{{{image2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image2}}}{{!}}{{#if:{{{image2_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image2_alt|}}}]] {{!}}- {{#if:{{{image2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image2_caption}}} {{!}}- }} }} |- colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{#if:{{{status|}}}|{{taxobox/species|{{{status_system|}}}|{{{status|}}}|{{{status_ref|}}}|extinct={{{extinct|}}} }} }} |-{{#if:{{{status2|}}}|{{taxobox/species|{{{status2_system|}}}|{{{status2|}}}|{{{status2_ref|}}}|extinct={{{extinct|}}} }} }} |- ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" | {{#if:{{{virus_group|{{{virus|}}}}}}|[[Virus classification]]|{{#if:{{{ichnos|}}}|[[Trace fossil classification]]|{{#if:{{{veterovata|}}}|[[Veterovata|Eggshell classification]]|[[Biological classification|Scientific classification]]}} }} }} {{#if: {{{classification_status|}}} | ({{{classification_status}}}) | }}{{#if:{{{edit link|}}}|{{edit taxonomy|{{{parent|}}} | {{{edit link}}} }} }} |- {{#if:{{{parent|}}}| {{taxobox/{{#if:{{{virus|}}}|virus t|t}}axonomy|{{{parent}}}|{{{display_taxa|}}}|authority={{{authority|}}}|parent_authority={{{parent_authority|}}}|grandparent_authority={{{grandparent_authority|}}}|greatgrandparent_authority={{{greatgrandparent_authority|}}}|greatgreatgrandparent_authority={{{greatgreatgrandparent_authority|}}}|bold first={{#if:{{{species|}}}|link|bold}} }} }} {{#if:{{{virus_group|}}}|{{taxonomy|rank=Group |link= {{#switch:{{lc:{{{virus_group}}} }} |i=Group I <small>([[dsDNA virus|dsDNA]])</small> |ii=Group II <small>([[ssDNA virus|ssDNA]])</small> |iii=Group III <small>([[dsRNA virus|dsRNA]])</small> |iv=Group IV <small>([[Positive-sense ssRNA virus|(+)ssRNA]])</small> |v=Group V <small>([[Negative-sense ssRNA virus|(-)ssRNA]])</small> |vi=Group VI <small>([[ssRNA-RT virus|ssRNA-RT]])</small> |vii=Group VII <small>([[dsDNA-RT virus|dsDNA-RT]])</small> |{{{virus_group}}} }} }} }} {{#if:{{{unranked_superdomain|}}}|{{taxonomy|rank=unranked|link={{{unranked_superdomain}}} | auth={{{unranked_superdomain_authority|}}} }} }} {{#if:{{{superdomain|}}}|{{taxonomy|rank=Superdomain|link={{{superdomain}}} | auth={{{superdomain_authority|}}} }} }} {{#if:{{{unranked_domain|}}}|{{taxonomy|rank=unranked|link={{{unranked_domain}}} | auth={{{unranked_domain_authority|}}} }} }} {{#if:{{{domain|}}}|{{taxonomy|rank=Domain|link={{{domain}}} | auth={{{domain_authority|}}} }} }} {{#if:{{{unranked_superregnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_superregnum}}} | auth={{{unranked_superregnum_authority|}}} }} }} {{#if:{{{superregnum|}}}|{{taxonomy|rank=Superkingdom|link={{{superregnum}}} | auth={{{superregnum_authority|}}} }} }} {{#if:{{{unranked_regnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_regnum}}} | auth={{{unranked_regnum_authority|}}} }} }} {{#if:{{{regnum|}}}|{{taxonomy|rank=Kingdom|link={{{regnum}}} | auth={{{regnum_authority|}}} }} }} {{#if:{{{unranked_subregnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_subregnum}}} | auth={{{unranked_subregnum_authority|}}} }} }} {{#if:{{{subregnum|}}}|{{taxonomy|rank=Subkingdom|link={{{subregnum}}} | auth={{{subregnum_authority|}}} }} }} {{#if:{{{unranked_superdivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_superdivisio}}} | auth={{{unranked_superdivisio_authority|}}} }} }} {{#if:{{{superdivisio|}}}|{{taxonomy|rank=Superdivision|link={{{superdivisio}}} | auth={{{superdivisio_authority|}}} }} }} {{#if:{{{unranked_superphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_superphylum}}} | auth={{{unranked_superphylum_authority|}}} }} }} {{#if:{{{superphylum|}}}|{{taxonomy|rank=Superphylum|link={{{superphylum}}} | auth={{{superphylum_authority|}}} }} }} {{#if:{{{unranked_divisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_divisio}}} | auth={{{unranked_divisio_authority|}}} }} }} {{#if:{{{divisio|}}}|{{taxonomy|rank=Division|link={{{divisio}}} | auth={{{divisio_authority|}}} }} }} {{#if:{{{unranked_phylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_phylum}}} | auth={{{unranked_phylum_authority|}}} }} }} {{#if:{{{phylum|}}}|{{taxonomy|rank=Phylum|link={{{phylum}}} | auth={{{phylum_authority|}}} }} }} {{#if:{{{unranked_subdivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_subdivisio}}} | auth={{{unranked_subdivisio_authority|}}} }} }} {{#if:{{{subdivisio|}}}|{{taxonomy|rank=Subdivision|link={{{subdivisio}}} | auth={{{subdivisio_authority|}}} }} }} {{#if:{{{unranked_subphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_subphylum}}} | auth={{{unranked_subphylum_authority|}}} }} }} {{#if:{{{subphylum|}}}|{{taxonomy|rank=Subphylum|link={{{subphylum}}} | auth={{{subphylum_authority|}}} }} }} {{#if:{{{unranked_infraphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraphylum}}} | auth={{{unranked_infraphylum_authority|}}} }} }} {{#if:{{{infraphylum|}}}|{{taxonomy|rank=Infraphylum|link={{{infraphylum}}} | auth={{{infraphylum_authority|}}} }} }} {{#if:{{{unranked_microphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_microphylum}}} | auth={{{unranked_microphylum_authority|}}} }} }} {{#if:{{{microphylum|}}}|{{taxonomy|rank=Microphylum|link={{{microphylum}}} | auth={{{microphylum_authority|}}} }} }} {{#if:{{{unranked_nanophylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_nanophylum}}} | auth={{{unranked_nanophylum_authority|}}} }} }} {{#if:{{{nanophylum|}}}|{{taxonomy|rank=Nanophylum|link={{{nanophylum}}} | auth={{{nanophylum_authority|}}} }} }} {{#if:{{{unranked_superclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_superclassis}}} | auth={{{unranked_superclassis_authority|}}} }} }} {{#if:{{{superclassis|}}}|{{taxonomy|rank=Superclass|link={{{superclassis}}} | auth={{{superclassis_authority|}}} }} }} {{#if:{{{unranked_classis|}}}|{{taxonomy|rank=unranked|link={{{unranked_classis}}} | auth={{{unranked_classis_authority|}}} }} }} {{#if:{{{classis|}}}|{{taxonomy|rank=Class|link={{{classis}}} | auth={{{classis_authority|}}} }} }} {{#if:{{{unranked_subclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_subclassis}}} | auth={{{unranked_subclassis_authority|}}} }} }} {{#if:{{{subclassis|}}}|{{taxonomy|rank=Subclass|link={{{subclassis}}} | auth={{{subclassis_authority|}}} }} }} {{#if:{{{unranked_infraclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraclassis}}} | auth={{{unranked_infraclassis_authority|}}} }} }} {{#if:{{{infraclassis|}}}|{{taxonomy|rank=Infraclass|link={{{infraclassis}}} | auth={{{infraclassis_authority|}}} }} }} {{#if:{{{unranked_magnordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_magnordo}}} | auth={{{unranked_magnordo_authority|}}} }} }} {{#if:{{{magnordo|}}}|{{taxonomy|rank=Magnorder|link={{{magnordo}}} | auth={{{magnordo_authority|}}} }} }} {{#if:{{{unranked_superordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_superordo}}} | auth={{{unranked_superordo_authority|}}} }} }} {{#if:{{{superordo|}}}|{{taxonomy|rank=Superorder|link={{{superordo}}} | auth={{{superordo_authority|}}} }} }} {{#if:{{{unranked_ordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_ordo}}} | auth={{{unranked_ordo_authority|}}} }} }} {{#if:{{{ordo|}}}|{{taxonomy|rank=Order|link={{{ordo}}} | auth={{{ordo_authority|}}} }} }} {{#if:{{{unranked_subordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_subordo}}} | auth={{{unranked_subordo_authority|}}} }} }} {{#if:{{{subordo|}}}|{{taxonomy|rank=Suborder|link={{{subordo}}} | auth={{{subordo_authority|}}} }} }} {{#if:{{{unranked_infraordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraordo}}} | auth={{{unranked_infraordo_authority|}}} }} }} {{#if:{{{infraordo|}}}|{{taxonomy|rank=Infraorder|link={{{infraordo}}} | auth={{{infraordo_authority|}}} }} }} {{#if:{{{unranked_parvordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_parvordo}}} | auth={{{unranked_parvordo_authority|}}} }} }} {{#if:{{{parvordo|}}}|{{taxonomy|rank=Parvorder|link={{{parvordo}}} | auth={{{parvordo_authority|}}} }} }} {{#if:{{{unranked_zoodivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoodivisio}}} | auth={{{unranked_zoodivisio_authority|}}} }} }} {{#if:{{{zoodivisio|}}}|{{taxonomy|rank=Division|link={{{zoodivisio}}} | auth={{{zoodivisio_authority|}}} }} }} {{#if:{{{unranked_zoosectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoosectio}}} | auth={{{unranked_zoosectio_authority|}}} }} }} {{#if:{{{zoosectio|}}}|{{taxonomy|rank=Section|link={{{zoosectio}}} | auth={{{zoosectio_authority|}}} }} }} {{#if:{{{unranked_zoosubsectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoosubsectio}}} | auth={{{unranked_zoosubsectio_authority|}}} }} }} {{#if:{{{zoosubsectio|}}}|{{taxonomy|rank=Subsection|link={{{zoosubsectio}}} | auth={{{zoosubsectio_authority|}}} }} }} {{#if:{{{unranked_superfamilia|}}}|{{taxonomy|rank=unranked|link={{{unranked_superfamilia}}} | auth={{{unranked_superfamilia_authority|}}} }} }} {{#if:{{{superfamilia|}}}|{{taxonomy|rank=Superfamily|link={{{superfamilia}}} | auth={{{superfamilia_authority|}}} }} }} {{#if:{{{unranked_familia|}}}|{{taxonomy|rank=unranked|link={{{unranked_familia}}} | auth={{{unranked_familia_authority|}}} }} }} {{#if:{{{familia|}}}|{{taxonomy|rank=Family|link={{{familia}}} | auth={{{familia_authority|}}} }} }} {{#if:{{{unranked_subfamilia|}}}|{{taxonomy|rank=unranked|link={{{unranked_subfamilia}}} | auth={{{unranked_subfamilia_authority|}}} }} }} {{#if:{{{subfamilia|}}}|{{taxonomy|rank=Subfamily|link={{{subfamilia}}} | auth={{{subfamilia_authority|}}} }} }} {{#if:{{{unranked_supertribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_supertribus}}} | auth={{{unranked_supertribus_authority|}}} }} }} {{#if:{{{supertribus|}}}|{{taxonomy|rank=Supertribe|link={{{supertribus}}} | auth={{{supertribus_authority|}}} }} }} {{#if:{{{unranked_tribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_tribus}}} | auth={{{unranked_tribus_authority|}}} }} }} {{#if:{{{tribus|}}}|{{taxonomy|rank=Tribe|link={{{tribus}}} | auth={{{tribus_authority|}}} }} }} {{#if:{{{unranked_subtribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_subtribus}}} | auth={{{unranked_subtribus_authority|}}} }} }} {{#if:{{{subtribus|}}}|{{taxonomy|rank=Subtribe|link={{{subtribus}}} | auth={{{subtribus_authority|}}} }} }} {{#if:{{{unranked_alliance|}}}|{{taxonomy|rank=unranked|link={{{unranked_alliance}}} | auth={{{unranked_alliance_authority|}}} }} }} {{#if:{{{alliance|}}}|{{taxonomy|rank=Alliance|link={{{alliance}}} | auth={{{alliance_authority|}}} }} }} {{#if:{{{unranked_genus|}}}|{{taxonomy|rank=unranked|link={{{unranked_genus}}} | auth={{{unranked_genus_authority|}}} }} }} {{#if:{{{genus|}}}| {{taxonomy|rank=Genus/noitalics|link={{{genus}}}|auth={{{genus_authority|}}} }} }} {{#if:{{{unranked_subgenus|}}}|{{taxonomy|rank=unranked|link={{{unranked_subgenus}}} | auth={{{unranked_subgenus_authority|}}} }} }} {{#if:{{{subgenus|}}}|{{taxonomy|rank=Subgenus/noitalics|link={{{subgenus}}} | auth={{{subgenus_authority|}}} }} }} {{#if:{{{unranked_sectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_sectio}}} | auth={{{unranked_sectio_authority|}}} }} }} {{#if:{{{sectio|}}}|{{taxonomy|rank=Sectio/noitalics|link={{{sectio}}} | auth={{{sectio_authority|}}} }} }} {{#if:{{{unranked_subsectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_subsectio}}} | auth={{{unranked_subsectio_authority|}}} }} }} {{#if:{{{subsectio|}}}|{{taxonomy|rank=Subsectio/noitalics|link={{{subsectio}}} | auth={{{subsectio_authority|}}} }} }} {{#if:{{{unranked_series|}}}|{{taxonomy|rank=unranked|link={{{unranked_series}}} | auth={{{unranked_series_authority|}}} }} }} {{#if:{{{series|}}}|{{taxonomy|rank=Series/noitalics|link={{{series}}} | auth={{{series_authority|}}} }} }} {{#if:{{{unranked_subseries|}}}|{{taxonomy|rank=unranked|link={{{unranked_subseries}}} | auth={{{unranked_subseries_authority|}}} }} }} {{#if:{{{subseries|}}}|{{taxonomy|rank=Subseries/noitalics|link={{{subseries}}}|auth={{{subseries_authority|}}} }} }} {{#if:{{{unranked_species_group|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_group}}} | auth={{{unranked_species_group_authority|}}} }} }} {{#if:{{{species_group|}}}|{{taxonomy|rank=Species group|link={{{species_group}}} | auth={{{species_group_authority|}}} }} }} {{#if:{{{unranked_species_subgroup|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_subgroup}}} | auth={{{unranked_species_subgroup_authority|}}} }} }} {{#if:{{{species_subgroup|}}}|{{taxonomy|rank=Species subgroup|link={{{species_subgroup}}} | auth={{{species_subgroup_authority|}}} }} }} {{#if:{{{unranked_species_complex|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_complex}}} | auth={{{unranked_species_complex_authority|}}} }} }} {{#if:{{{species_complex|}}}|{{taxonomy|rank=Species complex|link={{{species_complex}}} | auth={{{species_complex_authority|}}} }} }} {{#if:{{{unranked_species|}}}|{{taxonomy|rank=unranked|link={{{unranked_species}}} | auth={{{unranked_species_authority|}}} }} }} {{#if:{{{species|}}}|{{taxonomy|rank=Species/noitalics|link={{{species}}} | auth={{{species_authority|}}} }} }} {{#if:{{{unranked_subspecies|}}}|{{taxonomy|rank=unranked|link={{{unranked_subspecies}}} | auth={{{unranked_subspecies_authority|}}} }} }} {{#if:{{{subspecies|}}}|{{taxonomy|rank=Subspecies/noitalics|link={{{subspecies}}} | auth={{{subspecies_authority|}}} }} }} |- {{#if:{{{unranked_variety|}}}|{{taxonomy|rank=unranked|link={{{unranked_variety}}} | auth={{{unranked_variety_authority|}}} }} }} {{#if:{{{variety|}}}|{{taxonomy|rank=Variety|link={{{variety}}} | auth={{{variety_authority|}}} }} }} |- {{#if:{{{binomial|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Binomial nomenclature|Binomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="binomial">{{{binomial}}}</span>'''<br /><small>{{{binomial_authority|}}}</small> }} |- style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{#if:{{{trinomial|}}}| ! colspan=2 {{!}} [[{{#switch:{{{regnum|}}}|[[Animalia]]|[[Animal]]ia|Animalia=Trinomen|[[Plantae]]|[[Plant]]ae|Plantae|[[Fungi]]|[[Fungus|Fungi]]|Fungi|[[Archaeplastida]]|Archaeplastida=Infraspecific name (botany)|Trinomen}}|Trinomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="trinomial">{{{trinomial}}}</span>'''<br /><small>{{{trinomial_authority|}}}</small> }} |- {{#if:{{{type_genus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_genus}}}<br /><small>{{{type_genus_authority|}}}</small> }} |- {{#if:{{{type_ichnogenus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus|Type ichnogenus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnogenus}}}<br /><small>{{{type_ichnogenus_authority|}}}</small> }} |- {{#if:{{{type_oogenus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus|Type oogenus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnogenus}}}<br /><small>{{{type_oogenus_authority|}}}</small> }} |- {{#if:{{{type_species|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_species}}}<br /><small>{{{type_species_authority|}}}</small> }} |- {{#if:{{{type_ichnospecies|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species|Type ichnospecies]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnospecies}}}<br /><small>{{{type_ichnospecies_authority|}}}</small> }} |- {{#if:{{{type_oospecies|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species|Type oospecies]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_oospecies}}}<br /><small>{{{type_oospecies_authority|}}}</small> }} |- {{#if:{{{type_strain|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type strain]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_strain}}} }} |- {{#if:{{{subdivision|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} {{{subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{subdivision|}}} }} |- {{#if:{{{possible_subdivision|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} {{{possible_subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{possible_subdivision|}}} }} |- {{#if:{{{diversity|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[{{{diversity_link}}}|Diversity]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Articles using diversity taxobox]] | }} {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{diversity|}}} {{!}}- }} {{#if:{{{range_map|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map}}}{{!}}{{#if:{{{range_map_width|}}}|{{{range_map_width}}}|frameless}}{{!}}alt={{{range_map_alt|}}}]] {{!}}- {{#if:{{{range_map_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map_caption}}} {{!}}- }} }} {{#if:{{{binomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial2}}}'''<br /><small>{{{binomial2_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial2}}}'''<br /><small>{{{trinomial2_authority|}}}</small> {{!}}- }} {{#if:{{{range_map2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map2}}}{{!}}{{#if:{{{range_map2_width|}}}|{{{range_map2_width}}}|frameless}}{{!}}alt={{{range_map2_alt|}}}]] {{!}}- {{#if:{{{range_map2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map2_caption}}} {{!}}- }} }} {{#if:{{{binomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial3}}}'''<br /><small>{{{binomial3_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial3}}}'''<br /><small>{{{trinomial3_authority|}}}</small> {{!}}- }} {{#if:{{{range_map3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map3}}}{{!}}{{#if:{{{range_map3_width|}}}|{{{range_map3_width}}}|frameless}}{{!}}alt={{{range_map3_alt|}}}]] {{!}}- {{#if:{{{range_map3_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map3_caption}}} {{!}}- }} }} {{#if:{{{binomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial4}}}'''<br /><small>{{{binomial4_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial4}}}'''<br /><small>{{{trinomial4_authority|}}}</small> {{!}}- }} {{#if:{{{range_map4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map4}}}{{!}}{{#if:{{{range_map4_width|}}}|{{{range_map4_width}}}|frameless}}{{!}}alt={{{range_map4_alt|}}}]] {{!}}- {{#if:{{{range_map4_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map4_caption}}} }} }} |- {{#if:{{{synonyms|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Synonym (taxonomy)|Synonyms]]{{{synonyms_ref|}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{synonyms}}} {{!}}- }} {{#if:{{{footer|}}}| {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{footer}}} {{!}}- }} |}<!-- Define any categories to be displayed on the page here: Species microformat: -->{{#ifeq:{{NAMESPACE}}|{{ns:0}}|[[Category:Articles with 'species' microformats]]}}</includeonly><noinclude>{{documentation}}</noinclude> 492f69b8ac9a49429f3ed4ac877c0aaa3c342d8c 222 2011-12-28T15:09:22Z Rkitko 0 with respect to /noitalics, subsectio, series, and subseries should be treated the same as subgenus and sectio to keep things consistent with infrageneric usage in the taxobox code wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; width: 200px; font-size: 100%" |- ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}}| }}" | {{#if:{{{name|}}}|{{{name}}}|{{PAGENAME}} }}{{#if:{{{temporal_range|}}}|<br /><small>Temporal range: {{{temporal_range}}}</small>}} |- {{#if:{{{image|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image}}}{{!}}{{#if:{{{image_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image_alt|}}}]] {{!}}- {{#if:{{{image_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image_caption}}} {{!}}- }} }} {{#if:{{{image2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image2}}}{{!}}{{#if:{{{image2_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image2_alt|}}}]] {{!}}- {{#if:{{{image2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image2_caption}}} {{!}}- }} }} |- colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{#if:{{{status|}}}|{{taxobox/species|{{{status_system|}}}|{{{status|}}}|{{{status_ref|}}}|extinct={{{extinct|}}} }} }} |-{{#if:{{{status2|}}}|{{taxobox/species|{{{status2_system|}}}|{{{status2|}}}|{{{status2_ref|}}}|extinct={{{extinct|}}} }} }} |- ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" | {{#if:{{{virus_group|{{{virus|}}}}}}|[[Virus classification]]|{{#if:{{{ichnos|}}}|[[Trace fossil classification]]|{{#if:{{{veterovata|}}}|[[Veterovata|Eggshell classification]]|[[Biological classification|Scientific classification]]}} }} }} {{#if: {{{classification_status|}}} | ({{{classification_status}}}) | }}{{#if:{{{edit link|}}}|{{edit taxonomy|{{{parent|}}} | {{{edit link}}} }} }} |- {{#if:{{{parent|}}}| {{taxobox/{{#if:{{{virus|}}}|virus t|t}}axonomy|{{{parent}}}|{{{display_taxa|}}}|authority={{{authority|}}}|parent_authority={{{parent_authority|}}}|grandparent_authority={{{grandparent_authority|}}}|greatgrandparent_authority={{{greatgrandparent_authority|}}}|greatgreatgrandparent_authority={{{greatgreatgrandparent_authority|}}}|bold first={{#if:{{{species|}}}|link|bold}} }} }} {{#if:{{{virus_group|}}}|{{taxonomy|rank=Group |link= {{#switch:{{lc:{{{virus_group}}} }} |i=Group I <small>([[dsDNA virus|dsDNA]])</small> |ii=Group II <small>([[ssDNA virus|ssDNA]])</small> |iii=Group III <small>([[dsRNA virus|dsRNA]])</small> |iv=Group IV <small>([[Positive-sense ssRNA virus|(+)ssRNA]])</small> |v=Group V <small>([[Negative-sense ssRNA virus|(-)ssRNA]])</small> |vi=Group VI <small>([[ssRNA-RT virus|ssRNA-RT]])</small> |vii=Group VII <small>([[dsDNA-RT virus|dsDNA-RT]])</small> |{{{virus_group}}} }} }} }} {{#if:{{{unranked_superdomain|}}}|{{taxonomy|rank=unranked|link={{{unranked_superdomain}}} | auth={{{unranked_superdomain_authority|}}} }} }} {{#if:{{{superdomain|}}}|{{taxonomy|rank=Superdomain|link={{{superdomain}}} | auth={{{superdomain_authority|}}} }} }} {{#if:{{{unranked_domain|}}}|{{taxonomy|rank=unranked|link={{{unranked_domain}}} | auth={{{unranked_domain_authority|}}} }} }} {{#if:{{{domain|}}}|{{taxonomy|rank=Domain|link={{{domain}}} | auth={{{domain_authority|}}} }} }} {{#if:{{{unranked_superregnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_superregnum}}} | auth={{{unranked_superregnum_authority|}}} }} }} {{#if:{{{superregnum|}}}|{{taxonomy|rank=Superkingdom|link={{{superregnum}}} | auth={{{superregnum_authority|}}} }} }} {{#if:{{{unranked_regnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_regnum}}} | auth={{{unranked_regnum_authority|}}} }} }} {{#if:{{{regnum|}}}|{{taxonomy|rank=Kingdom|link={{{regnum}}} | auth={{{regnum_authority|}}} }} }} {{#if:{{{unranked_subregnum|}}}|{{taxonomy|rank=unranked|link={{{unranked_subregnum}}} | auth={{{unranked_subregnum_authority|}}} }} }} {{#if:{{{subregnum|}}}|{{taxonomy|rank=Subkingdom|link={{{subregnum}}} | auth={{{subregnum_authority|}}} }} }} {{#if:{{{unranked_superdivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_superdivisio}}} | auth={{{unranked_superdivisio_authority|}}} }} }} {{#if:{{{superdivisio|}}}|{{taxonomy|rank=Superdivision|link={{{superdivisio}}} | auth={{{superdivisio_authority|}}} }} }} {{#if:{{{unranked_superphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_superphylum}}} | auth={{{unranked_superphylum_authority|}}} }} }} {{#if:{{{superphylum|}}}|{{taxonomy|rank=Superphylum|link={{{superphylum}}} | auth={{{superphylum_authority|}}} }} }} {{#if:{{{unranked_divisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_divisio}}} | auth={{{unranked_divisio_authority|}}} }} }} {{#if:{{{divisio|}}}|{{taxonomy|rank=Division|link={{{divisio}}} | auth={{{divisio_authority|}}} }} }} {{#if:{{{unranked_phylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_phylum}}} | auth={{{unranked_phylum_authority|}}} }} }} {{#if:{{{phylum|}}}|{{taxonomy|rank=Phylum|link={{{phylum}}} | auth={{{phylum_authority|}}} }} }} {{#if:{{{unranked_subdivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_subdivisio}}} | auth={{{unranked_subdivisio_authority|}}} }} }} {{#if:{{{subdivisio|}}}|{{taxonomy|rank=Subdivision|link={{{subdivisio}}} | auth={{{subdivisio_authority|}}} }} }} {{#if:{{{unranked_subphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_subphylum}}} | auth={{{unranked_subphylum_authority|}}} }} }} {{#if:{{{subphylum|}}}|{{taxonomy|rank=Subphylum|link={{{subphylum}}} | auth={{{subphylum_authority|}}} }} }} {{#if:{{{unranked_infraphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraphylum}}} | auth={{{unranked_infraphylum_authority|}}} }} }} {{#if:{{{infraphylum|}}}|{{taxonomy|rank=Infraphylum|link={{{infraphylum}}} | auth={{{infraphylum_authority|}}} }} }} {{#if:{{{unranked_microphylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_microphylum}}} | auth={{{unranked_microphylum_authority|}}} }} }} {{#if:{{{microphylum|}}}|{{taxonomy|rank=Microphylum|link={{{microphylum}}} | auth={{{microphylum_authority|}}} }} }} {{#if:{{{unranked_nanophylum|}}}|{{taxonomy|rank=unranked|link={{{unranked_nanophylum}}} | auth={{{unranked_nanophylum_authority|}}} }} }} {{#if:{{{nanophylum|}}}|{{taxonomy|rank=Nanophylum|link={{{nanophylum}}} | auth={{{nanophylum_authority|}}} }} }} {{#if:{{{unranked_superclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_superclassis}}} | auth={{{unranked_superclassis_authority|}}} }} }} {{#if:{{{superclassis|}}}|{{taxonomy|rank=Superclass|link={{{superclassis}}} | auth={{{superclassis_authority|}}} }} }} {{#if:{{{unranked_classis|}}}|{{taxonomy|rank=unranked|link={{{unranked_classis}}} | auth={{{unranked_classis_authority|}}} }} }} {{#if:{{{classis|}}}|{{taxonomy|rank=Class|link={{{classis}}} | auth={{{classis_authority|}}} }} }} {{#if:{{{unranked_subclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_subclassis}}} | auth={{{unranked_subclassis_authority|}}} }} }} {{#if:{{{subclassis|}}}|{{taxonomy|rank=Subclass|link={{{subclassis}}} | auth={{{subclassis_authority|}}} }} }} {{#if:{{{unranked_infraclassis|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraclassis}}} | auth={{{unranked_infraclassis_authority|}}} }} }} {{#if:{{{infraclassis|}}}|{{taxonomy|rank=Infraclass|link={{{infraclassis}}} | auth={{{infraclassis_authority|}}} }} }} {{#if:{{{unranked_magnordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_magnordo}}} | auth={{{unranked_magnordo_authority|}}} }} }} {{#if:{{{magnordo|}}}|{{taxonomy|rank=Magnorder|link={{{magnordo}}} | auth={{{magnordo_authority|}}} }} }} {{#if:{{{unranked_superordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_superordo}}} | auth={{{unranked_superordo_authority|}}} }} }} {{#if:{{{superordo|}}}|{{taxonomy|rank=Superorder|link={{{superordo}}} | auth={{{superordo_authority|}}} }} }} {{#if:{{{unranked_ordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_ordo}}} | auth={{{unranked_ordo_authority|}}} }} }} {{#if:{{{ordo|}}}|{{taxonomy|rank=Order|link={{{ordo}}} | auth={{{ordo_authority|}}} }} }} {{#if:{{{unranked_subordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_subordo}}} | auth={{{unranked_subordo_authority|}}} }} }} {{#if:{{{subordo|}}}|{{taxonomy|rank=Suborder|link={{{subordo}}} | auth={{{subordo_authority|}}} }} }} {{#if:{{{unranked_infraordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_infraordo}}} | auth={{{unranked_infraordo_authority|}}} }} }} {{#if:{{{infraordo|}}}|{{taxonomy|rank=Infraorder|link={{{infraordo}}} | auth={{{infraordo_authority|}}} }} }} {{#if:{{{unranked_parvordo|}}}|{{taxonomy|rank=unranked|link={{{unranked_parvordo}}} | auth={{{unranked_parvordo_authority|}}} }} }} {{#if:{{{parvordo|}}}|{{taxonomy|rank=Parvorder|link={{{parvordo}}} | auth={{{parvordo_authority|}}} }} }} {{#if:{{{unranked_zoodivisio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoodivisio}}} | auth={{{unranked_zoodivisio_authority|}}} }} }} {{#if:{{{zoodivisio|}}}|{{taxonomy|rank=Division|link={{{zoodivisio}}} | auth={{{zoodivisio_authority|}}} }} }} {{#if:{{{unranked_zoosectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoosectio}}} | auth={{{unranked_zoosectio_authority|}}} }} }} {{#if:{{{zoosectio|}}}|{{taxonomy|rank=Section|link={{{zoosectio}}} | auth={{{zoosectio_authority|}}} }} }} {{#if:{{{unranked_zoosubsectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_zoosubsectio}}} | auth={{{unranked_zoosubsectio_authority|}}} }} }} {{#if:{{{zoosubsectio|}}}|{{taxonomy|rank=Subsection|link={{{zoosubsectio}}} | auth={{{zoosubsectio_authority|}}} }} }} {{#if:{{{unranked_superfamilia|}}}|{{taxonomy|rank=unranked|link={{{unranked_superfamilia}}} | auth={{{unranked_superfamilia_authority|}}} }} }} {{#if:{{{superfamilia|}}}|{{taxonomy|rank=Superfamily|link={{{superfamilia}}} | auth={{{superfamilia_authority|}}} }} }} {{#if:{{{unranked_familia|}}}|{{taxonomy|rank=unranked|link={{{unranked_familia}}} | auth={{{unranked_familia_authority|}}} }} }} {{#if:{{{familia|}}}|{{taxonomy|rank=Family|link={{{familia}}} | auth={{{familia_authority|}}} }} }} {{#if:{{{unranked_subfamilia|}}}|{{taxonomy|rank=unranked|link={{{unranked_subfamilia}}} | auth={{{unranked_subfamilia_authority|}}} }} }} {{#if:{{{subfamilia|}}}|{{taxonomy|rank=Subfamily|link={{{subfamilia}}} | auth={{{subfamilia_authority|}}} }} }} {{#if:{{{unranked_supertribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_supertribus}}} | auth={{{unranked_supertribus_authority|}}} }} }} {{#if:{{{supertribus|}}}|{{taxonomy|rank=Supertribe|link={{{supertribus}}} | auth={{{supertribus_authority|}}} }} }} {{#if:{{{unranked_tribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_tribus}}} | auth={{{unranked_tribus_authority|}}} }} }} {{#if:{{{tribus|}}}|{{taxonomy|rank=Tribe|link={{{tribus}}} | auth={{{tribus_authority|}}} }} }} {{#if:{{{unranked_subtribus|}}}|{{taxonomy|rank=unranked|link={{{unranked_subtribus}}} | auth={{{unranked_subtribus_authority|}}} }} }} {{#if:{{{subtribus|}}}|{{taxonomy|rank=Subtribe|link={{{subtribus}}} | auth={{{subtribus_authority|}}} }} }} {{#if:{{{unranked_alliance|}}}|{{taxonomy|rank=unranked|link={{{unranked_alliance}}} | auth={{{unranked_alliance_authority|}}} }} }} {{#if:{{{alliance|}}}|{{taxonomy|rank=Alliance|link={{{alliance}}} | auth={{{alliance_authority|}}} }} }} {{#if:{{{unranked_genus|}}}|{{taxonomy|rank=unranked|link={{{unranked_genus}}} | auth={{{unranked_genus_authority|}}} }} }} {{#if:{{{genus|}}}| {{taxonomy|rank=Genus/noitalics|link={{{genus}}}|auth={{{genus_authority|}}} }} }} {{#if:{{{unranked_subgenus|}}}|{{taxonomy|rank=unranked|link={{{unranked_subgenus}}} | auth={{{unranked_subgenus_authority|}}} }} }} {{#if:{{{subgenus|}}}|{{taxonomy|rank=Subgenus/noitalics|link={{{subgenus}}} | auth={{{subgenus_authority|}}} }} }} {{#if:{{{unranked_sectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_sectio}}} | auth={{{unranked_sectio_authority|}}} }} }} {{#if:{{{sectio|}}}|{{taxonomy|rank=Sectio/noitalics|link={{{sectio}}} | auth={{{sectio_authority|}}} }} }} {{#if:{{{unranked_subsectio|}}}|{{taxonomy|rank=unranked|link={{{unranked_subsectio}}} | auth={{{unranked_subsectio_authority|}}} }} }} {{#if:{{{subsectio|}}}|{{taxonomy|rank=Subsectio/noitalics|link={{{subsectio}}} | auth={{{subsectio_authority|}}} }} }} {{#if:{{{unranked_series|}}}|{{taxonomy|rank=unranked|link={{{unranked_series}}} | auth={{{unranked_series_authority|}}} }} }} {{#if:{{{series|}}}|{{taxonomy|rank=Series/noitalics|link={{{series}}} | auth={{{series_authority|}}} }} }} {{#if:{{{unranked_subseries|}}}|{{taxonomy|rank=unranked|link={{{unranked_subseries}}} | auth={{{unranked_subseries_authority|}}} }} }} {{#if:{{{subseries|}}}|{{taxonomy|rank=Subseries/noitalics|link={{{subseries}}}|auth={{{subseries_authority|}}} }} }} {{#if:{{{unranked_species_group|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_group}}} | auth={{{unranked_species_group_authority|}}} }} }} {{#if:{{{species_group|}}}|{{taxonomy|rank=Species group|link={{{species_group}}} | auth={{{species_group_authority|}}} }} }} {{#if:{{{unranked_species_subgroup|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_subgroup}}} | auth={{{unranked_species_subgroup_authority|}}} }} }} {{#if:{{{species_subgroup|}}}|{{taxonomy|rank=Species subgroup|link={{{species_subgroup}}} | auth={{{species_subgroup_authority|}}} }} }} {{#if:{{{unranked_species_complex|}}}|{{taxonomy|rank=unranked|link={{{unranked_species_complex}}} | auth={{{unranked_species_complex_authority|}}} }} }} {{#if:{{{species_complex|}}}|{{taxonomy|rank=Species complex|link={{{species_complex}}} | auth={{{species_complex_authority|}}} }} }} {{#if:{{{unranked_species|}}}|{{taxonomy|rank=unranked|link={{{unranked_species}}} | auth={{{unranked_species_authority|}}} }} }} {{#if:{{{species|}}}|{{taxonomy|rank=Species/noitalics|link={{{species}}} | auth={{{species_authority|}}} }} }} {{#if:{{{unranked_subspecies|}}}|{{taxonomy|rank=unranked|link={{{unranked_subspecies}}} | auth={{{unranked_subspecies_authority|}}} }} }} {{#if:{{{subspecies|}}}|{{taxonomy|rank=Subspecies/noitalics|link={{{subspecies}}} | auth={{{subspecies_authority|}}} }} }} |- {{#if:{{{unranked_variety|}}}|{{taxonomy|rank=unranked|link={{{unranked_variety}}} | auth={{{unranked_variety_authority|}}} }} }} {{#if:{{{variety|}}}|{{taxonomy|rank=Variety|link={{{variety}}} | auth={{{variety_authority|}}} }} }} |- {{#if:{{{binomial|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Binomial nomenclature|Binomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="binomial">{{{binomial}}}</span>'''<br /><small>{{{binomial_authority|}}}</small> }} |- style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{#if:{{{trinomial|}}}| ! colspan=2 {{!}} [[{{#switch:{{{regnum|}}}|[[Animalia]]|[[Animal]]ia|Animalia=Trinomen|[[Plantae]]|[[Plant]]ae|Plantae|[[Fungi]]|[[Fungus|Fungi]]|Fungi|[[Archaeplastida]]|Archaeplastida=Infraspecific name (botany)|Trinomen}}|Trinomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="trinomial">{{{trinomial}}}</span>'''<br /><small>{{{trinomial_authority|}}}</small> }} |- {{#if:{{{type_genus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_genus}}}<br /><small>{{{type_genus_authority|}}}</small> }} |- {{#if:{{{type_ichnogenus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus|Type ichnogenus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnogenus}}}<br /><small>{{{type_ichnogenus_authority|}}}</small> }} |- {{#if:{{{type_oogenus|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour|}}} }}"{{!}} [[Type genus|Type oogenus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnogenus}}}<br /><small>{{{type_oogenus_authority|}}}</small> }} |- {{#if:{{{type_species|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_species}}}<br /><small>{{{type_species_authority|}}}</small> }} |- {{#if:{{{type_ichnospecies|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species|Type ichnospecies]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_ichnospecies}}}<br /><small>{{{type_ichnospecies_authority|}}}</small> }} |- {{#if:{{{type_oospecies|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type species|Type oospecies]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_oospecies}}}<br /><small>{{{type_oospecies_authority|}}}</small> }} |- {{#if:{{{type_strain|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Type strain]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_strain}}} }} |- {{#if:{{{subdivision|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} {{{subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{subdivision|}}} }} |- {{#if:{{{possible_subdivision|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} {{{possible_subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{possible_subdivision|}}} }} |- {{#if:{{{diversity|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[{{{diversity_link}}}|Diversity]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Articles using diversity taxobox]] | }} {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{diversity|}}} {{!}}- }} {{#if:{{{range_map|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map}}}{{!}}{{#if:{{{range_map_width|}}}|{{{range_map_width}}}|frameless}}{{!}}alt={{{range_map_alt|}}}]] {{!}}- {{#if:{{{range_map_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map_caption}}} {{!}}- }} }} {{#if:{{{binomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial2}}}'''<br /><small>{{{binomial2_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial2}}}'''<br /><small>{{{trinomial2_authority|}}}</small> {{!}}- }} {{#if:{{{range_map2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map2}}}{{!}}{{#if:{{{range_map2_width|}}}|{{{range_map2_width}}}|frameless}}{{!}}alt={{{range_map2_alt|}}}]] {{!}}- {{#if:{{{range_map2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map2_caption}}} {{!}}- }} }} {{#if:{{{binomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial3}}}'''<br /><small>{{{binomial3_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial3}}}'''<br /><small>{{{trinomial3_authority|}}}</small> {{!}}- }} {{#if:{{{range_map3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map3}}}{{!}}{{#if:{{{range_map3_width|}}}|{{{range_map3_width}}}|frameless}}{{!}}alt={{{range_map3_alt|}}}]] {{!}}- {{#if:{{{range_map3_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map3_caption}}} {{!}}- }} }} {{#if:{{{binomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial4}}}'''<br /><small>{{{binomial4_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial4}}}'''<br /><small>{{{trinomial4_authority|}}}</small> {{!}}- }} {{#if:{{{range_map4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map4}}}{{!}}{{#if:{{{range_map4_width|}}}|{{{range_map4_width}}}|frameless}}{{!}}alt={{{range_map4_alt|}}}]] {{!}}- {{#if:{{{range_map4_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map4_caption}}} }} }} |- {{#if:{{{synonyms|}}}| ! colspan=2 style="text-align: center{{#if:{{{colour|}}}|{{;}} background-color{{COLON}} {{{colour}}} }}" {{!}} [[Synonym (taxonomy)|Synonyms]]{{{synonyms_ref|}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{synonyms}}} {{!}}- }} {{#if:{{{footer|}}}| {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{footer}}} {{!}}- }} |}<!-- Define any categories to be displayed on the page here: Species microformat: -->{{#ifeq:{{NAMESPACE}}|{{ns:0}}|[[Category:Articles with 'species' microformats]]}}</includeonly><noinclude>{{documentation}}</noinclude> 492f69b8ac9a49429f3ed4ac877c0aaa3c342d8c 10 433 865 864 2013-05-08T17:46:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{redirect|WP:TX|the WikiProject on the American state of Texas|Wikipedia:WikiProject Texas}} {{documentation subpage}} {{style-guideline|WP:TX|WP:TAXOBOX}} {{esoteric}} This template sets up a {{tl|taxobox}}, a table setting out the [[Biological classification]] ([[taxonomy (biology)|taxonomy]]) for a group of living things with a choice of over 160 parameters. Although the implementation is complicated, it is relatively simple to use. For an example in practice, look at the edit page of "[[Killer whale]]"&nbsp;– [{{fullurl:Killer whale|action=edit}}]. Most parameters are optional, so if a particular entry is not relevant for your case, just leave it out. See "[[#All parameters|All parameters]]" for a complete list. This guide has come out of [[Wikipedia:WikiProject Tree of life|WikiProject Tree of life]]. === Usage === <pre> {{Taxobox | name = | image = | image_width = | image_alt = | image_caption = | image2 = | image2_width = | image2_alt = | image2_caption = | regnum = [[Plant]]ae (or...) | divisio = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = | range_map = <!--optional map - also range_map2, 3 or 4 --> | range_map_width = | range_map_alt = | range_map_caption = | <!--or 115 other parameters--> }} </pre> Colors are automatically assigned based on the table below. {{Taxobox colour scheme}} === Quick start and examples === ==== Plant species ==== {{Taxobox | name = ''Magnolia virginiana'' | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves. | image_caption = ''Magnolia virginiana'' | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperm]]s | unranked_classis = [[Magnoliid]]s | ordo = [[Magnoliales]] | familia = [[Magnoliaceae]] | genus = ''[[Magnolia]]'' | species = '''''M. virginiana''''' | binomial = ''Magnolia virginiana'' | binomial_authority = [[Carl Linnaeus|L.]] }} <pre style="overflow:auto"> {{Taxobox | name = | image = | image_alt = | image_caption = | regnum = [[Plant]]ae | divisio = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = }} </pre> <br style="clear:both"/> ==== Animal species ==== {{Taxobox | name = Asian Golden Cat | image = Catopuma temminckii.jpg | image_alt = Orange cat sitting with head up and eyes almost closed. | image_size = 250px | regnum = [[Animal]]ia | phylum = [[Chordate|Chordata]] | classis = [[Mammal]]ia | ordo = [[Carnivora]] | familia = [[Felidae]] | genus = ''[[Catopuma]]'' | species = '''''C. temminckii''''' | binomial = ''Catopuma temminckii'' | binomial_authority = ([[Nicholas Aylward Vigors|Vigors]] & [[Thomas Horsfield|Horsfield]], 1827) }} <pre style="overflow:auto"> {{Taxobox | name = | image = | image_alt = | image_caption = | regnum = [[Animal]]ia | phylum = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = }} </pre> <br style="clear:both"/> ==== Plant higher taxon ==== {{Taxobox | name = Oaks | image = Quercus robur.jpg | image_alt = Cluster of oak leaves and acorns. | image_caption = Foliage and acorns of the [[Pedunculate Oak]], ''Quercus robur'' | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperms]] | unranked_classis = [[Eudicots]] | unranked_ordo = [[Rosids]] | ordo = [[Fagales]] | familia = [[Fagaceae]] | genus = '''''Quercus''''' | genus_authority = [[Carl Linnaeus|L.]] | subdivision_ranks = [[Species]] | subdivision = See [[List of Quercus species|List of ''Quercus'' species]]. }} <pre style="overflow:auto"> {{Taxobox | image = | image_alt = | image_caption = | regnum = [[Plant]]ae | divisio = | classis = | ordo = | familia = | genus = | genus_authority = | subdivision_ranks = | subdivision = }} </pre> <br style="clear:both"/> ==== Animal higher taxon ==== {{Taxobox | name = Rorquals | image = Humpback_Whale_underwater_shot.jpg | image_alt = Underwater humpback whale diving, with front flipper extended. | image_caption = [[Humpback Whale]], ''Megaptera novaeangliae'' | regnum = [[Animal]]ia | phylum = [[Chordate|Chordata]] | classis = [[Mammal]]ia | ordo = [[Cetacea]] | subordo = [[Mysticeti]] | familia = '''Balaenopteridae''' | familia_authority = [[John Edward Gray|Gray]], 1864 | subdivision_ranks = Genera | subdivision = ''[[Balaenoptera]]''<br> ''[[Megaptera]]'' }} <pre style="overflow:auto"> {{Taxobox | regnum = [[Animal]]ia | phylum = | classis = | ordo = | familia = | genus = | genus_authority = | subdivision_ranks = | subdivision = }} </pre> <br style="clear:both"/> === Parameters === ==== Name ==== For plants, see [[Wikipedia:Naming conventions (flora)]]. For all other living things, the name should be the most common [[vernacular name]] when one is in widespread use, and a scientific name otherwise. * Common names of higher taxa are always given in sentence case and in the plural (e.g. [[Marine hatchetfish]]es). * Common names of species and subspecies are sometimes given in title case (e.g. [[White Wagtail]]), and sometimes in sentence case (e.g. [[Colorado potato beetle]]). The name parameter should not be used to incorporate more than one name, e.g. a situation where both the scientific name and vernacular were to be displayed (example at [http://en.wikipedia.org/w/index.php?title=Sunflower&oldid=384724717 Sunflower]). It is only a header and not meant to be an inclusive "name'''s'''" field. One will suffice. ==== Color ==== The ''color'' is automatically assigned based on the entry for {{para|regnum}}, {{para|virus_group}}. {{para|unranked_phylum}} or {{para|phylum}}, in that order; there is no need to specify it manually. If you do, be sure to use rgb or hsl format; see examples below. {{Taxobox colour scheme}} The [[eukaryote]] box uses the color "rgb(224, 208, 176)", but since it is split completely into kingdoms other eukaryote groups should not. ==== Classification ==== As noted above, the classification section includes some or all of the following: <pre style="overflow:auto"> | regnum = | phylum = | classis = | ordo = | familia = | genus = | species = </pre> Each entry corresponds to a containing group, except for the last, which should be the group under consideration. Note the entries use the ''Latin'' names for the ranks, to make porting between Wikipedias easier. Thus the above correspond to the kingdom, phylum, class, order, family, genus, and species. {{Taxobox | | name = Red wood ant | regnum = [[Animal]]ia | phylum = [[Arthropod]]a | classis = [[Insect]]a | ordo = [[Hymenoptera]] | familia = [[Formicidae]] | subfamilia = [[Formicinae]] | tribus = [[Formicini]] | genus = ''[[Formica]]'' | species = '''''F. rufa''''' | binomial = ''Formica rufa'' | binomial_authority = [[Carl Linnaeus|Linnaeus]], 1761 }} Taxoboxes should include all major ranks above the taxon described in the article, plus minor ranks that are important to understanding the classification of the taxon described in the article, or which are discussed in the article. Other minor ranks should be omitted. For example, in the taxobox for the genus ''[[Formica]]'', it's appropriate to include entries for tribe and subfamily, since those are an aid to understanding how ''Formica'' relates to other genera in the family [[Formicidae]]. But it wouldn't be appropriate to include the superorder [[Endopterygota]], since all genera of ants are in that superorder; it isn't particularly interesting at this level. Another example is the subfamily [[Bambusoideae]], the bamboos. This subfamily probably should be mentioned in the taxobox of every bamboo species, since it is a major grouping in this context, despite its minor rank. Minor ranks are included in the same way as major ranks, for example: <pre style="overflow:auto"> | classis = ... | subclassis = ... | superordo = ... | ordo = ... </pre> Note that species and subspecies should be given using the abbreviated forms of their name — e.g. ''H. sapiens'', ''H. s. sapiens''. The epithets should not be given by themselves. The full form of the species or subspecies name is given in the binomial or trinomial section. See [[#All parameters]] for a complete list. ===== Classification status ===== With the {{para|classification_status}} parameter, it is possible to introduce extra text within parentheses after "Scientific classification". For example, <pre>|classification_status=disputed</pre> will produce "[[Biological classification|Scientific classification]] (disputed)". See ''[[Veratalpa]]'' for a current example where this parameter is used. This parameter should only be used when the "Scientific classification" text would be misleading without it. ===== Divisions and sections ===== These ranks have different meanings in zoology and botany. In botany: * Use '''divisio''' for division (a rank above class and below kingdom) * Use '''sectio''' for section (a rank above species and below genus) Note: Certain very large genera, e.g. Rhododendron include subsections In zoology: * Use '''zoodivisio''' for division (a rank above family and below order) * Use '''zoosectio''' for section (a rank above family and below order) ===== Unranked taxa ===== For each major taxon from family to phylum, you can add an unranked entry to the taxobox. The entry <tt>unranked_X</tt> appears above rank X, for example <tt>unranked_superfamilia</tt> appears above family and superfamily and below order, suborder, infraorder, etc: <pre style="overflow:auto"> | ordo = | unranked_superfamilia = | familia = </pre> Use unranked taxa sparingly. The need to include unranked taxa generally indicates that you are following [[phylogenetic nomenclature]]. It is usually better to abbreviate the classification to the major ranks and then discuss the classification in more detail in the article. ===== Viruses ===== Viruses follow a slightly different system. They are not placed in taxa above the rank of order, and instead are treated in seven groups based on the type of nucleic acid they contain, referred to by the Roman numerals I to VII. These can be included in the taxobox using the ''virus_group'' argument. This also changes the link from [[Biological classification|scientific]] to [[virus classification]], so it should not appear on boxes for non-viruses, even if it is left blank. <pre style="overflow:auto"> | virus_group = IV </pre> ==== Bold/italic markup ==== Italicization must be done manually in all parameters. If the entry for genus or species (with manually added italics) matches the page title,<ref group=note>If the page is called, for example, "Homo (genus)", then the taxobox will display "''Homo''" and the page title "''Homo'' (genus)".</ref> then the name of the taxobox ''and'' the title of the page will be italicized. Note that if the {{para|name}} parameter is used the page title will not be automatically italicized. The taxobox's name will be set to exactly what is specified in {{para|name}}&nbsp;&ndash; italics must be specified manually in this case. Genus, species, and subspecies should be italicized whenever used, as is the biological standard. For instance, we talk about the genus ''Homo'', the species ''Homo sapiens'', and the subspecies ''Homo sapiens sapiens''. * In botany, it is important to include the rank for taxa below species. The rank is not italicized, e.g. ''Genus species'' subsp. ''subspecies'' var. ''variety''. * Some bacteria that have been characterized but not formally named are given ''[[Candidatus]]'' names. These should be written in the form ''[[Candidatus]]'' Genus species, rather than italicized normally. Higher taxa like families may or may not be italicized in different publications. The prevalent standard for Wikipedia is not to italicize them, except in the case of [[virus]]es and other infectious particles. Bolding is used to indicate the subject of the article. The ''name'', ''binomial'', and ''trinomial'' arguments bold automatically. In the placement section&nbsp;– ''regnum'' through ''species''&nbsp;– the final taxon should be bolded, as well as any higher groups that only include the final taxon. See [[green sulfur bacteria]] for an example. ==== Subdivisions ==== {{Taxobox | name = Nettle | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperm]]s | unranked_classis = [[Eudicots]] | unranked_ordo = [[Rosids]] | ordo = [[Rosales]] | familia = [[Urticaceae]] | genus = '''''Urtica''''' | genus_authority = [[Carolus Linnaeus|L.]] | subdivision_ranks = Species | subdivision = {{div col}} * ''U. angustifolia'' * ''U. ardens'' * ''U. atrichocaulis'' * ''U. atrovirens'' * ''U. cannabina'' * ''U.&nbsp;chamaedryoides'' * ''[[Urtica dioica|U. dioica]]'' * ''U. dubia'' * ''[[Urtica ferox|U. ferox]]'' * ''U. fissa'' * ''[[Urtica dioica galeopsifolia|U. galeopsifolia]]'' * ''U. gracilenta'' * ''U. hyperborea'' * ''[[Urtica incisa| U. incisa]]'' * ''U. kioviensis'' * ''U. laetivirens'' * ''U. linearifolia'' * ''U. mairei'' * ''U.&nbsp;membranacea'' * ''U. morifolia'' * ''U. parviflora'' * ''U. pilulifera'' * ''U. platyphylla'' * ''U. pubescens'' * ''U. rupestris'' * ''U. sondenii'' * ''U. taiwaniana'' * ''[[Urtica thunbergiana|U. thunbergiana]]'' * ''U. triangularisa'' * ''[[Urtica urens|U. urens]]'' {{div col end}} }} Groups above the rank of species (and even species if there are several notable subspecies) should usually include a list of subgroups. Use the ''subdivision'' argument for the list, separating elements by &lt;br&gt; tags, and the ''subdivision_ranks'' argument to say what rank the subgroups have. For instance, for families in an order: <pre style="overflow:auto"> | subdivision_ranks = Families | subdivision = [[Family1]]<br> [[Family2]]<br> [[Family3]] </pre> The templates [[Template:Species list]] and [[Template:Taxon list]] (and their variants) can help to generate these lists. For lists with more than a few subgroups, the list can be bracketed with {{t1|div col}} and {{t1|div col end}}, which will split the list into two columns (''see '''Nettle''' example at right''). In cases where a list would make the taxobox too long, or where the classification is too variable to allow a brief summary, the list should be replaced with a comment like "See text" or the subdivision section should be omitted. As a [[rule of thumb]], when there are more than 100 subgroups the list should be in a separate article. In cases where the classification is variable, a description like "Typical orders" or "Notable orders" may be used. In cases where the ranks are uncertain, a description like "Subgroups" or "Taxa" may be preferable. Sometimes it is convenient to represent more than one level of classification in the list. In that case the lower level groups are moved over to the right by prefixing them with &amp;nbsp; characters&nbsp;– usually three for the first level of indentation, and then one to three more for each subsequent level. Major grades may also be represented by bolded headers, as on [[plant]] and [[heterokont]]. Remember, though, these should mainly be done when the intermediate rank subgroups are not worthy of separate articles; taxoboxes are too small to include too much duplicate information. ==== Conservation status ==== {{Main|Wikipedia:Conservation status}} [[Conservation status]] may optionally be included; you can search the [[International Union for Conservation of Nature|IUCN]]'s [http://www.iucnredlist.org/ database of threatened species] to find the conservation status of many organisms. It is included via the ''status'' argument, which takes a code or template. It is not appropriate for prehistoric organisms&nbsp;– the <code>fossil_range</code> parameter may be a more sensible option. {{para|status |{{var | code}}}} {{para|status_system | classification system (see below))}} – ''required'' {{para|status_ref | {{tag|ref}}}} – ''optional'' {{para|extinct | {{var|year of extinction}}}} – ''optional'' (only use if {{para| status | EX}} and year of extinction is known). Use the above syntax, choosing one of the status codes from the code list below. The ''code'' may be all upper or lower case, but the cases used in the table are preferred. [[File:Status iucn3.1.svg|thumb|[[IUCN Red List]], ver. 3.1 (2001)]] [[File:Status iucn2.3.svg|thumb|[[IUCN Red List]], ver. 2.3 (1994)]] [[File:Status TNC.svg|thumb|[[NatureServe status]]]] [[File:Status ESA.svg|thumb|U.S. [[Endangered Species Act]] (ESA)]] [[Image:Status_COSEWIC.svg|thumb|Canada's [[COSEWIC]] [[Species at Risk Act]] (SARA)]] [[File:Status EPBC.svg|thumb|Australia's [[EPBC Act]]]] [[File:Status NZTCS.svg|thumb|New Zealand Threat Classification System]] [[Image:Status DECF.svg|thumb|Western Australia's [[Declared Rare and Priority Flora List]]]] The following status codes are available (the third column shows the category that is automatically added to the article): :{| class="wikitable" |- bgcolor="lightsteelblue" align=left ! Status (as shown in taxobox) || Code || Category assigned |- | Secure || secure<ref name="invalid" group="IUCN" /> || |- | Domesticated || DOM<ref name="invalid" group="IUCN" /> || Domesticated animals |- | Least Concern (LC) || LC || |- | Least Concern (LR/lc) || LR/lc || |- | [[Near Threatened]] (NT) || NT || |- | [[Near Threatened]] (LC/nt) || LR/nt || |- | [[Conservation Dependent]] (LR/cd) || LR/cd || |- | [[Vulnerable species|Vulnerable]] (VU) || VU || |- | [[Endangered species|Endangered]] (EN) || EN || Endangered species |- | [[Critically Endangered]] || CR || Critically endangered species |- | [[Critically Endangered]] (CR), possibly extinct || PE || Critically endangered species |- | Extinct&nbsp;in&nbsp;the&nbsp;wild (EW) || EW || Species extinct in the wild |- | Extinct || EX || |- | Data deficient (DD) || DD || |- | ''Not evaluated'' (NE) || NE || |- | Fossil || fossil<ref name="invalid" group="IUCN">This is not a valid IUCN Red List category</ref><ref name="fossil" group="IUCN">{{para|status|fossil}} is deprecated in favour of {{para|fossil_range}} {{tlx|fossil range}} (see the [[#Fossil range]] section below).</ref> || |- | Prehistoric || pre<ref name="invalid" group="IUCN" /> || |- | See text || See text<ref name="invalid" group="IUCN" /> || |- | Lower Risk || <s>LR</s><ref name="invalid" group="IUCN" /><ref name="LR" group="IUCN">{{var|LR}} is deprecated; use {{var|LR/lc}} or {{var|LR/nt}} or {{var|LR/cd}} instead.</ref> |} ;Notes: {{Reflist|group=IUCN|close}} ===== System ===== {{Main|Wikipedia:Conservation status}} The criteria used by the IUCN should also be specified: (case-sensitive) <pre style="overflow:auto"> | status_system = iucn3.1 or | status_system = iucn2.3 <!-- deprecated for new boxes, although some taxoboxes still exist and are supported for this version --> </pre> This parameter is '''required''' in order to display the proper conservation status graphic. Failure to use this parameter will result in no graphic appearing. Other systems are listed at [[Wikipedia:Conservation status]]. ===== Referencing conservation status ===== To add a reference for the status, use {{para|status_ref|<nowiki><ref></nowiki>{{tlx|IUCN2012.2|2=...}}<nowiki></ref></nowiki>}} See {{tl|IUCN2012.2}} or {{tl|IUCN}} for the arguments you need to supply to that template. And don't forget that {{tag|ref}} requires a corresponding <tt><nowiki><references/></nowiki></tt> in the References section. ==== Fossil range ==== The stratigraphic range for groups known as fossils may also be included, using the ''fossil_range'' argument. For instance, for a group known from the [[Cambrian]] to the [[Permian]]: <pre style="overflow:auto"> |fossil_range = [[Cambrian]]–[[Permian]] </pre> You may wish to add a diagrammatic representation of the fossil range (as shown below), which can be created using the {{tl|Fossil range}} template, for example: {{image frame|content={{fossil range|Cambrian|Permian}} }} <pre style="overflow:auto"> | fossil_range = {{fossil range|Cambrian|Permian}} </pre> or <pre style="overflow:auto"> | fossil_range = {{fossil range|542|250}} [[Cambrian]]–[[Permian]] </pre> For [[extant]] taxa that continue into the present day, the ending period should be set to "Recent" or as "Holocene" for Late Quaternary extinctions such as the [[Moa]], and the current status should be indicated using the ''status'' argument. For groups that only existed during a single period, simply list it without giving a range: e.g.: {{image frame|content={{fossil range | Silurian}} }} <pre style="overflow:auto"> | fossil_range = {{fossil range|Silurian}} </pre> ==== Images ==== An image can be included using the argument ''image''. It is highly recommended that an image be provided if one is available. Do ''not'' include the "File:" part of the image file name! If an image is included, [[alt text]] should be provided using ''image_alt''. Alt text should not repeat the caption; instead, it should describe the image to someone who can't see it (see [[WP:ALT]]). A caption can be provided using ''image_caption''. A caption need not be provided if it would just repeat the title of the article. It should be provided if it can convey any additional information about the image, such as the sex or life stage of the individual, the location where the picture was taken, the artist (if an engraving or other illustration), or (for higher taxa) the particular species depicted. <pre style="overflow:auto"> | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves | image_caption = ''Magnolia virginiana'' </pre> By default, the image width is determined by users' default thumb size preferences. In general, it is recommended that these preferences be honoured. In some cases, however, it may be desirable to overrule the default size; this can be achieved by use of the ''image_width'' parameter. Note that the [[Wikipedia:Manual of Style#Images|Manual of Style]] recommends that if the default thumb size of a lead image is to be overruled, it should be made at least 300px wide, so that users whose default thumb size is 300px do not end up with a lead image smaller than the other images in the article. <pre style="overflow:auto"> | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves | image_caption = ''Magnolia virginiana'' | image_width = 320px </pre> A second image may be added by use of the ''image2'', ''image2_alt'', ''image2_caption'' and ''image2_width'' arguments. Use this sparingly, and only when the article is long enough, ''and'' when it makes sense to include the second image here and not later in the article. [[Camel]] is a good example (a genus with two well-known representatives). A second image may also be useful for species that display [[sexual dimorphism]] so that both a male and female representative could be shown, e.g. [[Northern Cardinal]]. ==== Authorities ==== Generally, an authority should be given only for the taxa covered by the article. Higher groups which only include the article subject should also list authorities unless those are the same as for the taxa in question. In the case of species (or subspecies) the authority may be given in the ''binomial'' (or ''trinomial'') section. Otherwise authorities may be listed in the placement section. For instance, for an order: <pre style="overflow:auto"> | ordo = | ordo_authority = </pre> The following examples illustrate the different conventions for names, dates, and punctuations in the different kingdoms. * Animalia ** Original name valid: '''''Homo sapiens''''' <small>[[Carl Linnaeus|Linnaeus]], 1758</small> ** Organism reclassified: '''''Panthera leo''''' <small>([[Carl Linnaeus|Linnaeus]], 1758)</small> (originally ''Felis leo'') * Plantae ** Original name valid: '''''Magnolia virginiana''''' <small>[[Carl Linnaeus|L.]]</small> ** Organism reclassified: '''''Anacamptis pyramidalis''''' <small>([[Carl Linnaeus|L.]]) [[Louis Claude Richard|Rich.]]</small> (originally ''Orchis pyramidalis'') * Bacteria ** Original name valid: '''''Vibrio cholerae''''' <small>[[Robert Koch|R. Koch]] 1883</small> ** Organism reclassified: '''''Streptococcus pneumoniae''''' <small>(Klein 1884) Chester 1901</small> (originally ''Micrococcus pneumoniae'') ** Old name revived: '''''Salmonella enterica''''' <small>(ex Kauffmann & Edwards 1952) Le Minor & Popoff 1987</small> Authorities in scientific names are also abbreviated according to different standards for plants and animals. To decipher standard abbreviations, see * [[List of botanists by author abbreviation]] or consult the [http://www.ipni.org/ International Plant Names Index]. * [[List of zoologists by author abbreviation]] For more information refer to the article on [[binomial nomenclature]]. ==== Diversity ==== In higher taxa, and taxa where the subdivision option does not indicate number of species, the ''diversity'' argument may be used. This needs to be accompanied by ''diversity_link'' which links to an appropriate page, usually a ''List of ... species'' page. See, for example, ''[[Banksia]]'': the subdivision lists only two subgenera, so the ''diversity'' option is used to specify the number of species. <pre style="overflow:auto"> | diversity_link = List of Quercus species | diversity = c. 120 species </pre> It is ''not'' a good idea to be too precise about the number of species. New species are still being regularly described in many groups. Moreover, changing systematic treatment is liable to alter the species number even in well-known genera. Rounding off the species number and denoting this as approximate value will help decreasing maintenance. ==== Range maps ==== A range map may be included at the end of the taxobox. This uses the ''range_map'', ''range_map_width'', ''range_map_alt'', and ''range_map_caption'' arguments, in the same manner as an image. See [[leopard]] (land animal), [[Northern Flicker]] (non-migratory bird), [[Lesser Spotted Eagle]] (migratory bird) and [[orca]] (water animal) for examples. <pre style="overflow:auto"> | range_map = Map.jpg | range_map_width = 240px | range_map_alt = Map showing ... | range_map_caption = Range of ... </pre> You can generate maps using an appropriate blank map such as [[:Image:BlankMap-World-noborders.png]]. Do not make the distribution map too large (a width of 300 to 400 should be sufficient, the purpose of the map being a rough global overview; more detailed maps can always go to the article body) and add the map to [[:Category:Habitat maps]], or, preferably, if you upload the map to Commons, to [[:commons:Category:Animal distribution maps]]. ==== Synonyms ==== Where a species has synonyms, the ''synonyms'' argument may be used. This should be a list of synonyms separated by &lt;br/&gt; tags. <pre style="overflow:auto"> | synonyms = ''species1'' <small>Authority1</small><br/> ''species2'' <small>Authority2</small> </pre> If the synonyms are too long to fit in a single line, you may also use a bulleted list: <pre style="overflow:auto"> | synonyms = *''species1''<br/><small>Authority1</small> *''species2''<br/><small>Authority2</small> </pre> The first format is preferred for clarity. : Please note: style element <nowiki><small></nowiki> is not recommended in [[Wikipedia:WikiProject Check Wikipedia#HTML_text_style_element_.3Csmall.3E]], see discussion [[Wikipedia talk:WikiProject Check Wikipedia#Small style element]]. [http://uio.mbl.edu/NomenclatorZoologicus/ Nomenclator Zoologicus] has data for all but the most recently established animal [[genera]]. This may be hard to understand for non-specialists, but it is a comprehensive source for the authorship of genus names, both valid ones and junior synonyms. Sometimes one will note that a new name has been established because the older, original name was "preoccupied". This means it has already been established for another [[taxon]] of the same [[Linnaean taxonomy|rank]] in the same [[kingdom (biology)|kingdom]] before&nbsp;– even if that name is now a synonym too. Taxa that preoccupy a name can be linked in the Synonyms section, such as ''Stenorhynchus'' [[Trembler|here]]. Use {{para|synonyms_ref}} to give references for the synonym list, for example: {{para|synonyms_ref | <nowiki><ref></nowiki>Smith and Jones, 2009, p.&nbsp;5<nowiki></ref></nowiki>}} ==== Type species ==== When the [[type species]] of a genus (or larger grouping) is known, the {{para|type_species}} and {{para|type_species_authority}} can be used. For animal entries, the type species should be the original binomial name of the type species, but linked to its current article, and the authority should be plain (no parenthesis). See ''[[Giant mouse lemur|Mirza]]'' for a type species example. <pre style="overflow:auto"> | type_species = the original name of the species that was initially used to describe the genus, without regard to its present-day nomenclature | type_species_authority = </pre> This follows [[International Commission on Zoological Nomenclature|ICZN]] Recommendation 67B; be aware that this means the taxon used by the genus' original author&nbsp;– even if it is now invalid, e.g. a [[junior synonym]]. Ideally, it should only be used if the genus' original description can be verified first-hand. As per the following example given by the ICZN: <blockquote>''Astacus marinus'' Fabricius, 1775, one of the nominal species originally included in the decapod crustacean genus ''Homarus'' Weber, 1795, was subsequently designated by Fowler (1912) as the type species of ''Homarus''. The type species is, and should be cited as, ''Astacus marinus'' Fabricius, 1775. ''Astacus marinus'' Fabricius is currently synonymized with ''Cancer gammarus'' Linnaeus, 1758, but the latter is not the type species of ''Homarus'' and should not be cited as such. If mention of the type species is required it should be made in some such manner as "Type species ''Astacus marinus'' Fabricius, 1775, a junior synonym of ''Cancer gammarus'' Linnaeus, 1758"; or "Type species ''Astacus marinus'' Fabricius, 1775, now regarded as a synonym of ''Homarus gammarus'' (Linnaeus, 1758)".</blockquote> If you do not completely understand what this all means, please ''do not use this parameter''. Instead, if possible denote the type species in the species listing, for example with a <pre><small>([[type species]])</small></pre> after the species' (currently valid) name. === Italic page titles === If the value of {{para|genus}}, {{para|species}}, or {{para|binomial}} exactly matches the title of the page, '''and''' {{para|name}} is unspecified, the taxobox '''and''' page title will be italicized automatically.<ref group=note>See note 1; the title of the page will be italicized using the <nowiki>{{DISPLAYTITLE}}</nowiki> [[mw:Help:Magic words|magic word]]. When the page name contains the disambiguator "(alga)" or "(genus)", this disambiguator will not be italicized (e.g., [[Ia (genus)|''Ia'' (genus)]]).</ref> If necessary, it is also possible to force the page title to display in italics using the {{tl|Italic title}} template. If the {{para|name}} parameter is present, then the taxobox will display whatever is in {{para|name}}; the page title will NOT be italicized unless {{tl|italic title}} is used. === Complete blank template === This section gives all parameters in the order that they will appear in the taxobox. No taxobox should use all of these. Keep it short! {{Taxobox | color = {{Taxobox colour|[[Animal]]ia}} | name = name | status = EN | status_system = iucn3.1 | status_ref = <ref>iucn reference goes here</ref> | fossil_range = {{fossil range|100|0}}fossil_range | image = Panthera tigris tigris.jpg | image_width = 200px | image_alt = image_alt | image_caption = image_caption | image2 = Singapore Zoo Tigers.jpg | image2_width = 200px | image2_alt = image2_alt | image2_caption = image2_caption | classification_status = status of classification | virus_group = virus_group | superdomain = superdomain | unranked_superdomain = unranked_superdomain | unranked_superdomain_authority = unranked_superdomain_authority | domain = domain | domain_authority = domain_authority | superregnum = superregnum | superregnum_authority = superregnum_authority | regnum = regnum | regnum_authority = regnum_authority | unranked_regnum = unranked_regnum | unranked_regnum_authority = unranked_regnum_authority | subregnum = subregnum | subregnum_authority = subregnum_authority | infraregnum = infraregnum | infraregnum authority = infraregnum authority | unranked_phylum = unranked_phylum | unranked_phylum_authority = unranked_phylum_authority | superdivisio = superdivisio | superdivisio_authority = superdivisio_authority | superphylum = superphylum | superphylum_authority = superphylum_authority | divisio = divisio | divisio_authority = divisio_authority | phylum = phylum | phylum_authority = phylum_authority | subdivisio = subdivisio | subdivisio_authority = subdivisio_authority | subphylum = subphylum | subphylum_authority = subphylum_authority | infraphylum = infraphylum | infraphylum_authority = infraphylum_authority | microphylum = microphylum | microphylum_authority = microphylum_authority | nanophylum = nanophylum | nanophylum_authority = nanophylum_authority | unranked_classis = unranked_classis | unranked_classis_authority = unranked_classis_authority | superclassis = superclassis | superclassis_authority = superclassis_authority | classis = classis | classis_authority = classis_authority | unranked_subclassis = unranked_subclassis | unranked_subclassis_authority = unranked_subclassis_authority | subclassis = subclassis | subclassis_authority = subclassis_authority | unranked_infraclassis = unranked_infraclassis | unranked_infraclassis_authority = unranked_infraclassis_authority | infraclassis = infraclassis | infraclassis_authority = infraclassis_authority | unranked_ordo = unranked_ordo | unranked_ordo_authority = unranked_ordo_authority | magnordo = magnordo | magnordo_authority = magnordo_authority | superordo = superordo | superordo_authority = superordo_authority | ordo = ordo | ordo_authority = ordo_authority | subordo = subordo | subordo_authority = subordo_authority | infraordo = infraordo | infraordo_authority = infraordo_authority | parvordo = parvordo | parvordo_authority = parvordo_authority | zoodivisio = zoodivisio | zoodivisio_authority = zoodivisio_authority | zoosectio = zoosectio | zoosectio_authority = zoosectio_authority | zoosubsectio = zoosubsectio | zoosubsectio_authority = zoosubsectio_authority | unranked_superfamilia = unranked_superfamilia | unranked_superfamilia_authority = unranked_superfamilia_authority | superfamilia = superfamilia | superfamilia_authority = superfamilia_authority | familia = familia | familia_authority = familia_authority | subfamilia = familia_authority | subfamilia_authority = subfamilia_authority | unranked_tribus = unranked_tribus | unranked_tribus_authority = unranked_tribus_authority | supertribus = supertribus | supertribus_authority = supertribus_authority | tribus = tribus | tribus_authority = tribus_authority | subtribus = subtribus | subtribus_authority = subtribus_authority | alliance = alliance | alliance_authority = alliance_authority | unranked_genus = unranked_genus | unranked_genus_authority = genus_authority | genus = genus | genus_authority = genus_authority | subgenus = subgenus | subgenus_authority = subgenus_authority | sectio = sectio | sectio_authority = sectio_authority | subsectio = subsectio | subsectio_authority = subsectio_authority | series = series | series_authority = series_authority | subseries = subseries | subseries_authority = subseries_authority | species_group = species_group | species_group_authority = species_group_authority | species_subgroup = species_subgroup | species_subgroup_authority = species_subgroup_authority | species_complex = species_complex | species_complex_authority = species_complex_authority | species = species | species_authority = species_authority | subspecies = subspecies | subspecies_authority = subspecies_authority | variety = variety | variety_authority = variety_authority | type_strain = type strain | diversity = diversity | diversity_link = diversity_link | binomial = binomial | binomial_authority = binomial_authority | trinomial = trinomial | trinomial_authority = trinomial_authority | type_species = type_species | type_species_authority = type_species_authority | subdivision = subdivision | subdivision_ranks = subdivision_ranks | range_map = Pleurodeles walti dis.png | range_map_width = 200px | range_map_alt = range_map_alt | range_map_caption = range_map_caption | binomial2 = binomial2 | binomial2_authority = binomial2_authority | range_map2 = Pleurodeles walti dis.png | range_map2_width = 200px | range_map2_alt = range_map2_alt | range_map2_caption = range_map2_caption | binomial3 = binomial3 | binomial3_authority = binomial3_authority | range_map3 = Pleurodeles walti dis.png | range_map3_width = 200px | range_map3_alt = range_map3_alt | range_map3_caption = range_map3_caption | binomial4 = binomial4 | binomial4_authority = binomial4_authority | range_map4 = Pleurodeles walti dis.png | range_map4_width = 200px | range_map4_alt = range_map4_alt | range_map4_caption = range_map4_caption | synonyms_ref = <ref>Reference for synonyms list</ref> | synonyms = synonyms }} <pre style="overflow:auto"> {{Taxobox | color = | name = | status = | status_system = | status_ref = | fossil_range = | image = | image_width = | image_alt = | image_caption = | image2 = | image2_width = | image2_alt = | image2_caption = | classification_status = | virus_group = | superdomain = | superdomain_authority = | unranked_superdomain = | unranked_superdomain_authority = | domain = | domain_authority = | unranked_regnum = | unranked_regnum_authority = | superregnum = | superregnum_authority = | regnum = | regnum_authority = | subregnum = | subregnum_authority = | unranked_phylum = | unranked_phylum_authority = | superdivisio = | superdivisio_authority = | superphylum = | superphylum_authority = | divisio = | divisio_authority = | unranked_divisio = | unranked_divisio_authority = | phylum = | phylum_authority = | subdivisio = | subdivisio_authority = | subphylum = | subphylum_authority = | infraphylum = | infraphylum_authority = | microphylum = | microphylum_authority = | nanophylum = | nanophylum_authority = | unranked_classis = | unranked_classis_authority = | superclassis = | superclassis_authority = | classis = | classis_authority = | unranked_subclassis = | unranked_subclassis_authority = | subclassis = | subclassis_authority = | unranked_infraclassis = | unranked_infraclassis_authority = | infraclassis = | infraclassis_authority = | unranked_ordo = | unranked_ordo_authority = | magnordo = | magnordo_authority = | superordo = | superordo_authority = | ordo = | ordo_authority = | subordo = | subordo_authority = | infraordo = | infraordo_authority = | parvordo = | parvordo_authority = | zoodivisio = | zoodivisio_authority = | zoosectio = | zoosectio_authority = | zoosubsectio = | zoosubsectio_authority = | unranked_superfamilia = | unranked_superfamilia_authority = | superfamilia = | superfamilia_authority = | familia = | familia_authority = | subfamilia = | subfamilia_authority = | unranked_tribus = | unranked_tribus_authority = | supertribus = | supertribus_authority = | tribus = | tribus_authority = | subtribus = | subtribus_authority = | alliance = | alliance_authority = | unranked_genus = | unranked_genus_authority = | genus = | genus_authority = | subgenus = | subgenus_authority = | sectio = | sectio_authority = | subsectio = | subsectio_authority = | series = | series_authority = | subseries = | subseries_authority = | species_group = | species_group_authority = | species_subgroup = | species_subgroup_authority = | species_complex = | species_complex_authority = | species = | species_authority = | subspecies = | subspecies_authority = | variety = | variety_authority = | diversity = | diversity_link = | binomial = | binomial_authority = | trinomial = | trinomial_authority = | type_species = | type_species_authority = | subdivision = | subdivision_ranks = | type_strain = | range_map = | range_map_width = | range_map_alt = | range_map_caption = | binomial2 = | binomial2_authority = | range_map2 = | range_map2_width = | range_map2_alt = | range_map2_caption = | binomial3 = | binomial3_authority = | range_map3 = | range_map3_width = | range_map3_alt = | range_map3_caption = | binomial4 = | binomial4_authority = | range_map4 = | range_map4_width = | range_map4_alt = | range_map4_caption = | synonyms_ref = | synonyms = }} </pre> === All parameters === The full list of parameters is illustrated inside the infobox above, in the "[[#Complete blank template|Complete blank template]]". :{| <!--this table uses end-of-line "<tr>" to split rows. --> |- | color - || typical color code <tr> | name - || name defaults to <nowiki>{{PAGENAME}}</nowiki><tr> | status - || conservation status code <tr> | status_system - || status-system type <tr> | status_ref - || status reference <tr> | regnum - || (standard) kingdom name <tr> | phylum - || (standard) phylum name <tr> | classis - || (standard) class name <tr> | ordo - || (standard) order name <tr> | familia - || (standard) family name <tr> | genus - || (standard) genus name <tr> | species - || (standard) species name <tr> | fossil_range - || (as shown at top of box) <tr> | image - || (as shown in box) <tr> | image_width - || (as shown in box) <tr> | image_alt - || (as shown in box) <tr> | image_caption - || (as shown in box) <tr> | image2 - || (as shown in box) <tr> | image2_width - || (as shown in box) <tr> | image2_alt - || (as shown in box) <tr> | image2_caption - || (as shown in box) <tr> | classification_status - || (as shown in box) <tr> | virus_group - || (as shown in box) <tr> | superdomain - || (as shown in box) <tr> | superdomain_authority - || (as shown in box) <tr> | unranked_superdomain - || (as shown in box) <tr> | unranked_superdomain_ authority - || (as shown in box) <tr> | domain - || (as shown in box) <tr> | domain_authority - || (as shown in box) <tr> | unranked_regnum - || (as shown in box) <tr> | unranked_regnum_ authority - || (as shown in box) <tr> | superregnum - || (as shown in box) <tr> | superregnum_authority - || (as shown in box) <tr> | regnum_authority - || (as shown in box) <tr> | subregnum - || (as shown in box) <tr> | subregnum_authority - || (as shown in box) <tr> | unranked_phylum - || (as shown in box) <tr> | unranked_phylum_ authority - || (as shown in box) <tr> | superdivisio - || (as shown in box) <tr> | superdivisio_authority - || (as shown in box) <tr> | superphylum - || (as shown in box) <tr> | superphylum_authority - || (as shown in box) <tr> | divisio - || (as shown in box) <tr> | divisio_authority - || (as shown in box) <tr> | unranked_divisio - || (as shown in box) <tr> | unranked_divisio_ authority - || (as shown in box) <tr> | phylum_authority - || (as shown in box) <tr> | subdivisio - || (as shown in box) <tr> | subdivisio_authority - || (as shown in box) <tr> | subphylum - || (as shown in box) <tr> | subphylum_authority - || (as shown in box) <tr> | infraphylum - || (as shown in box) <tr> | infraphylum_authority - || (as shown in box) <tr> | microphylum - || (as shown in box) <tr> | microphylum_authority - || (as shown in box) <tr> | nanophylum - || (as shown in box) <tr> | nanophylum_authority - || (as shown in box) <tr> | unranked_classis - || (as shown in box) <tr> | unranked_classis_ authority - || (as shown in box) <tr> | superclassis - || (as shown in box) <tr> | superclassis_authority - || (as shown in box) <tr> | classis_authority - || (as shown in box) <tr> | unranked_subclassis - || (as shown in box) <tr> | unranked_subclassis_ authority - || (as shown in box) <tr> | subclassis - || (as shown in box) <tr> | subclassis_authority - || (as shown in box) <tr> | unranked_infraclassis - || (as shown in box) <tr> | unranked_infraclassis_ authority - || (as shown in box) <tr> | infraclassis - || (as shown in box) <tr> | infraclassis_authority - || (as shown in box) <tr> | unranked_ordo - || (as shown in box) <tr> | unranked_ordo_authority - || (as shown in box) <tr> | magnordo - || (as shown in box) <tr> | magnordo_authority - || (as shown in box) <tr> | superordo - || (as shown in box) <tr> | superordo_authority - || (as shown in box) <tr> | ordo_authority - || (as shown in box) <tr> | subordo - || (as shown in box) <tr> | subordo_authority - || (as shown in box) <tr> | infraordo - || (as shown in box) <tr> | infraordo_authority - || (as shown in box) <tr> | parvordo - || (as shown in box) <tr> | parvordo_authority - || (as shown in box) <tr> | zoodivisio - || (as shown in box) <tr> | zoodivisio_authority - || (as shown in box) <tr> | zoosectio - || (as shown in box) <tr> | zoosectio_authority - || (as shown in box) <tr> | zoosubsectio - || (as shown in box) <tr> | zoosubsectio_authority - || (as shown in box) <tr> | unranked_superfamilia - || (as shown in box) <tr> | unranked_superfamilia_ authority - || (as shown in box) <tr> | superfamilia - || (as shown in box) <tr> | superfamilia_authority - || (as shown in box) <tr> | familia_authority - || (as shown in box) <tr> | subfamilia - || (as shown in box) <tr> | subfamilia_authority - || (as shown in box) <tr> | unranked_tribus - || (as shown in box) <tr> | unranked_tribus_ authority - || (as shown in box) <tr> | supertribus - || (as shown in box) <tr> | supertribus_authority - || (as shown in box) <tr> | tribus - || (as shown in box) <tr> | tribus_authority - || (as shown in box) <tr> | subtribus - || (as shown in box) <tr> | subtribus_authority - || (as shown in box) <tr> | alliance - || (as shown in box) <tr> | alliance_authority - || (as shown in box) <tr> | unranked_genus - || (as shown in box) <tr> | unranked_genus_ authority - || (as shown in box) <tr> | genus_authority - || (as shown in box) <tr> | subgenus - || (as shown in box) <tr> | subgenus_authority - || (as shown in box) <tr> | sectio - || (as shown in box) <tr> | sectio_authority - || (as shown in box) <tr> | subsectio - || (as shown in box) <tr> | subsectio_authority - || (as shown in box) <tr> | series - || (as shown in box) <tr> | series_authority - || (as shown in box) <tr> | subseries - || (as shown in box) <tr> | subseries_authority - || (as shown in box) <tr> | species_group - || (as shown in box) <tr> | species_group_authority - || (as shown in box) <tr> | species_subgroup - || (as shown in box) <tr> | species_subgroup_ authority - || (as shown in box) <tr> | species_complex - || (as shown in box) <tr> | species_complex_ authority - || (as shown in box) <tr> | species_authority - || (as shown in box) <tr> | subspecies - || (as shown in box) <tr> | subspecies_authority - || (as shown in box) <tr> | variety - || (as shown in box) <tr> | variety_authority - || (as shown in box) <tr> | diversity - || (as shown in box) <tr> | diversity_link - || (as shown in box) <tr> | binomial - || (as shown in box) <tr> | binomial_authority - || (as shown in box) <tr> | trinomial - || (as shown in box) <tr> | trinomial_authority - || (as shown in box) <tr> | type_species - || (as shown in box) <tr> | type_species_authority - || (as shown in box) <tr> | subdivision - || (as shown in box) <tr> | subdivision_ranks - || (as shown in box) <tr> | type_strain - || (as shown in box) <tr> | range_map - || 1st map, bottom of box <tr> | range_map_width - || 1st map width as 200px <tr> | range_map_alt - || 1st map ALT= text<tr> | range_map_caption - || 1st caption, under picture<tr> | binomial2 - || (as shown in box) <tr> | binomial2_authority - || (as shown in box) <tr> | range_map2 - || 2nd map in box <tr> | range_map2_width - || 2nd map width as 200px<tr> | range_map2_alt - || 2nd map ALT= text <tr> | range_map2_caption - || 2nd map caption <tr> | binomial3 - || (as shown in box) <tr> | binomial3_authority - || (as shown in box) <tr> | range_map3 - || 3rd map in box <tr> | range_map3_width - || 3rd map width as 200px <tr> | range_map3_alt - || 3rd map ALT= text <tr> | range_map3_caption - || 3rd maq caption <tr> | binomial4 - || (as shown in box) <tr> | binomial4_authority - || (as shown in box) <tr> | range_map4 - || 4th map in box <tr> | range_map4_width - || 4th map width as 200px <tr> | range_map4_alt - || 4th map ALT= text <tr> | range_map4_caption - || 4th map caption <tr> | synonyms_ref - || reference for synonyms <tr> | synonyms - || (as at bottom of box) |} === Articles lacking taxoboxes === For articles lacking taxoboxes, add '''[[Template:Missing-taxobox]]''' to the ''talk'' page. This may be done by typing '''<nowiki>{{Missing-taxobox}}</nowiki>''' or '''<nowiki>{{needtaxobox}}</nowiki>''' at the top of the ''talk'' page. === Microformat === {{UF-species}} === See also === * [[Wikipedia:How to read a taxobox]] * [[Wikipedia:Manual of Style (infoboxes)]] <div style="display: none">{{refs}}</div> == Notes == {{reflist|group=note}} <includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Wikipedia how-to|Taxobox usage]] [[Category:Biology infobox templates|{{PAGENAME}}]] </includeonly> <noinclude> [[Category:Wikipedia Manual of Style (science)]] </noinclude> d1a50292723419307d6a72e3de5d676b963a9291 864 2013-03-20T19:38:21Z Sminthopsis84 0 disambig wikitext text/x-wiki {{redirect|WP:TX|the WikiProject on the American state of Texas|Wikipedia:WikiProject Texas}} {{documentation subpage}} {{style-guideline|WP:TX|WP:TAXOBOX}} {{esoteric}} This template sets up a {{tl|taxobox}}, a table setting out the [[Biological classification]] ([[taxonomy (biology)|taxonomy]]) for a group of living things with a choice of over 160 parameters. Although the implementation is complicated, it is relatively simple to use. For an example in practice, look at the edit page of "[[Killer whale]]"&nbsp;– [{{fullurl:Killer whale|action=edit}}]. Most parameters are optional, so if a particular entry is not relevant for your case, just leave it out. See "[[#All parameters|All parameters]]" for a complete list. This guide has come out of [[Wikipedia:WikiProject Tree of life|WikiProject Tree of life]]. === Usage === <pre> {{Taxobox | name = | image = | image_width = | image_alt = | image_caption = | image2 = | image2_width = | image2_alt = | image2_caption = | regnum = [[Plant]]ae (or...) | divisio = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = | range_map = <!--optional map - also range_map2, 3 or 4 --> | range_map_width = | range_map_alt = | range_map_caption = | <!--or 115 other parameters--> }} </pre> Colors are automatically assigned based on the table below. {{Taxobox colour scheme}} === Quick start and examples === ==== Plant species ==== {{Taxobox | name = ''Magnolia virginiana'' | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves. | image_caption = ''Magnolia virginiana'' | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperm]]s | unranked_classis = [[Magnoliid]]s | ordo = [[Magnoliales]] | familia = [[Magnoliaceae]] | genus = ''[[Magnolia]]'' | species = '''''M. virginiana''''' | binomial = ''Magnolia virginiana'' | binomial_authority = [[Carl Linnaeus|L.]] }} <pre style="overflow:auto"> {{Taxobox | name = | image = | image_alt = | image_caption = | regnum = [[Plant]]ae | divisio = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = }} </pre> <br style="clear:both"/> ==== Animal species ==== {{Taxobox | name = Asian Golden Cat | image = Catopuma temminckii.jpg | image_alt = Orange cat sitting with head up and eyes almost closed. | image_size = 250px | regnum = [[Animal]]ia | phylum = [[Chordate|Chordata]] | classis = [[Mammal]]ia | ordo = [[Carnivora]] | familia = [[Felidae]] | genus = ''[[Catopuma]]'' | species = '''''C. temminckii''''' | binomial = ''Catopuma temminckii'' | binomial_authority = ([[Nicholas Aylward Vigors|Vigors]] & [[Thomas Horsfield|Horsfield]], 1827) }} <pre style="overflow:auto"> {{Taxobox | name = | image = | image_alt = | image_caption = | regnum = [[Animal]]ia | phylum = | classis = | ordo = | familia = | genus = | species = | binomial = | binomial_authority = }} </pre> <br style="clear:both"/> ==== Plant higher taxon ==== {{Taxobox | name = Oaks | image = Quercus robur.jpg | image_alt = Cluster of oak leaves and acorns. | image_caption = Foliage and acorns of the [[Pedunculate Oak]], ''Quercus robur'' | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperms]] | unranked_classis = [[Eudicots]] | unranked_ordo = [[Rosids]] | ordo = [[Fagales]] | familia = [[Fagaceae]] | genus = '''''Quercus''''' | genus_authority = [[Carl Linnaeus|L.]] | subdivision_ranks = [[Species]] | subdivision = See [[List of Quercus species|List of ''Quercus'' species]]. }} <pre style="overflow:auto"> {{Taxobox | image = | image_alt = | image_caption = | regnum = [[Plant]]ae | divisio = | classis = | ordo = | familia = | genus = | genus_authority = | subdivision_ranks = | subdivision = }} </pre> <br style="clear:both"/> ==== Animal higher taxon ==== {{Taxobox | name = Rorquals | image = Humpback_Whale_underwater_shot.jpg | image_alt = Underwater humpback whale diving, with front flipper extended. | image_caption = [[Humpback Whale]], ''Megaptera novaeangliae'' | regnum = [[Animal]]ia | phylum = [[Chordate|Chordata]] | classis = [[Mammal]]ia | ordo = [[Cetacea]] | subordo = [[Mysticeti]] | familia = '''Balaenopteridae''' | familia_authority = [[John Edward Gray|Gray]], 1864 | subdivision_ranks = Genera | subdivision = ''[[Balaenoptera]]''<br> ''[[Megaptera]]'' }} <pre style="overflow:auto"> {{Taxobox | regnum = [[Animal]]ia | phylum = | classis = | ordo = | familia = | genus = | genus_authority = | subdivision_ranks = | subdivision = }} </pre> <br style="clear:both"/> === Parameters === ==== Name ==== For plants, see [[Wikipedia:Naming conventions (flora)]]. For all other living things, the name should be the most common [[vernacular name]] when one is in widespread use, and a scientific name otherwise. * Common names of higher taxa are always given in sentence case and in the plural (e.g. [[Marine hatchetfish]]es). * Common names of species and subspecies are sometimes given in title case (e.g. [[White Wagtail]]), and sometimes in sentence case (e.g. [[Colorado potato beetle]]). The name parameter should not be used to incorporate more than one name, e.g. a situation where both the scientific name and vernacular were to be displayed (example at [http://en.wikipedia.org/w/index.php?title=Sunflower&oldid=384724717 Sunflower]). It is only a header and not meant to be an inclusive "name'''s'''" field. One will suffice. ==== Color ==== The ''color'' is automatically assigned based on the entry for {{para|regnum}}, {{para|virus_group}}. {{para|unranked_phylum}} or {{para|phylum}}, in that order; there is no need to specify it manually. If you do, be sure to use rgb or hsl format; see examples below. {{Taxobox colour scheme}} The [[eukaryote]] box uses the color "rgb(224, 208, 176)", but since it is split completely into kingdoms other eukaryote groups should not. ==== Classification ==== As noted above, the classification section includes some or all of the following: <pre style="overflow:auto"> | regnum = | phylum = | classis = | ordo = | familia = | genus = | species = </pre> Each entry corresponds to a containing group, except for the last, which should be the group under consideration. Note the entries use the ''Latin'' names for the ranks, to make porting between Wikipedias easier. Thus the above correspond to the kingdom, phylum, class, order, family, genus, and species. {{Taxobox | | name = Red wood ant | regnum = [[Animal]]ia | phylum = [[Arthropod]]a | classis = [[Insect]]a | ordo = [[Hymenoptera]] | familia = [[Formicidae]] | subfamilia = [[Formicinae]] | tribus = [[Formicini]] | genus = ''[[Formica]]'' | species = '''''F. rufa''''' | binomial = ''Formica rufa'' | binomial_authority = [[Carl Linnaeus|Linnaeus]], 1761 }} Taxoboxes should include all major ranks above the taxon described in the article, plus minor ranks that are important to understanding the classification of the taxon described in the article, or which are discussed in the article. Other minor ranks should be omitted. For example, in the taxobox for the genus ''[[Formica]]'', it's appropriate to include entries for tribe and subfamily, since those are an aid to understanding how ''Formica'' relates to other genera in the family [[Formicidae]]. But it wouldn't be appropriate to include the superorder [[Endopterygota]], since all genera of ants are in that superorder; it isn't particularly interesting at this level. Another example is the subfamily [[Bambusoideae]], the bamboos. This subfamily probably should be mentioned in the taxobox of every bamboo species, since it is a major grouping in this context, despite its minor rank. Minor ranks are included in the same way as major ranks, for example: <pre style="overflow:auto"> | classis = ... | subclassis = ... | superordo = ... | ordo = ... </pre> Note that species and subspecies should be given using the abbreviated forms of their name — e.g. ''H. sapiens'', ''H. s. sapiens''. The epithets should not be given by themselves. The full form of the species or subspecies name is given in the binomial or trinomial section. See [[#All parameters]] for a complete list. ===== Classification status ===== With the {{para|classification_status}} parameter, it is possible to introduce extra text within parentheses after "Scientific classification". For example, <pre>|classification_status=disputed</pre> will produce "[[Biological classification|Scientific classification]] (disputed)". See ''[[Veratalpa]]'' for a current example where this parameter is used. This parameter should only be used when the "Scientific classification" text would be misleading without it. ===== Divisions and sections ===== These ranks have different meanings in zoology and botany. In botany: * Use '''divisio''' for division (a rank above class and below kingdom) * Use '''sectio''' for section (a rank above species and below genus) Note: Certain very large genera, e.g. Rhododendron include subsections In zoology: * Use '''zoodivisio''' for division (a rank above family and below order) * Use '''zoosectio''' for section (a rank above family and below order) ===== Unranked taxa ===== For each major taxon from family to phylum, you can add an unranked entry to the taxobox. The entry <tt>unranked_X</tt> appears above rank X, for example <tt>unranked_superfamilia</tt> appears above family and superfamily and below order, suborder, infraorder, etc: <pre style="overflow:auto"> | ordo = | unranked_superfamilia = | familia = </pre> Use unranked taxa sparingly. The need to include unranked taxa generally indicates that you are following [[phylogenetic nomenclature]]. It is usually better to abbreviate the classification to the major ranks and then discuss the classification in more detail in the article. ===== Viruses ===== Viruses follow a slightly different system. They are not placed in taxa above the rank of order, and instead are treated in seven groups based on the type of nucleic acid they contain, referred to by the Roman numerals I to VII. These can be included in the taxobox using the ''virus_group'' argument. This also changes the link from [[Biological classification|scientific]] to [[virus classification]], so it should not appear on boxes for non-viruses, even if it is left blank. <pre style="overflow:auto"> | virus_group = IV </pre> ==== Bold/italic markup ==== Italicization must be done manually in all parameters. If the entry for genus or species (with manually added italics) matches the page title,<ref group=note>If the page is called, for example, "Homo (genus)", then the taxobox will display "''Homo''" and the page title "''Homo'' (genus)".</ref> then the name of the taxobox ''and'' the title of the page will be italicized. Note that if the {{para|name}} parameter is used the page title will not be automatically italicized. The taxobox's name will be set to exactly what is specified in {{para|name}}&nbsp;&ndash; italics must be specified manually in this case. Genus, species, and subspecies should be italicized whenever used, as is the biological standard. For instance, we talk about the genus ''Homo'', the species ''Homo sapiens'', and the subspecies ''Homo sapiens sapiens''. * In botany, it is important to include the rank for taxa below species. The rank is not italicized, e.g. ''Genus species'' subsp. ''subspecies'' var. ''variety''. * Some bacteria that have been characterized but not formally named are given ''[[Candidatus]]'' names. These should be written in the form ''[[Candidatus]]'' Genus species, rather than italicized normally. Higher taxa like families may or may not be italicized in different publications. The prevalent standard for Wikipedia is not to italicize them, except in the case of [[virus]]es and other infectious particles. Bolding is used to indicate the subject of the article. The ''name'', ''binomial'', and ''trinomial'' arguments bold automatically. In the placement section&nbsp;– ''regnum'' through ''species''&nbsp;– the final taxon should be bolded, as well as any higher groups that only include the final taxon. See [[green sulfur bacteria]] for an example. ==== Subdivisions ==== {{Taxobox | name = Nettle | regnum = [[Plant]]ae | unranked_divisio = [[Angiosperm]]s | unranked_classis = [[Eudicots]] | unranked_ordo = [[Rosids]] | ordo = [[Rosales]] | familia = [[Urticaceae]] | genus = '''''Urtica''''' | genus_authority = [[Carolus Linnaeus|L.]] | subdivision_ranks = Species | subdivision = {{div col}} * ''U. angustifolia'' * ''U. ardens'' * ''U. atrichocaulis'' * ''U. atrovirens'' * ''U. cannabina'' * ''U.&nbsp;chamaedryoides'' * ''[[Urtica dioica|U. dioica]]'' * ''U. dubia'' * ''[[Urtica ferox|U. ferox]]'' * ''U. fissa'' * ''[[Urtica dioica galeopsifolia|U. galeopsifolia]]'' * ''U. gracilenta'' * ''U. hyperborea'' * ''[[Urtica incisa| U. incisa]]'' * ''U. kioviensis'' * ''U. laetivirens'' * ''U. linearifolia'' * ''U. mairei'' * ''U.&nbsp;membranacea'' * ''U. morifolia'' * ''U. parviflora'' * ''U. pilulifera'' * ''U. platyphylla'' * ''U. pubescens'' * ''U. rupestris'' * ''U. sondenii'' * ''U. taiwaniana'' * ''[[Urtica thunbergiana|U. thunbergiana]]'' * ''U. triangularisa'' * ''[[Urtica urens|U. urens]]'' {{div col end}} }} Groups above the rank of species (and even species if there are several notable subspecies) should usually include a list of subgroups. Use the ''subdivision'' argument for the list, separating elements by &lt;br&gt; tags, and the ''subdivision_ranks'' argument to say what rank the subgroups have. For instance, for families in an order: <pre style="overflow:auto"> | subdivision_ranks = Families | subdivision = [[Family1]]<br> [[Family2]]<br> [[Family3]] </pre> The templates [[Template:Species list]] and [[Template:Taxon list]] (and their variants) can help to generate these lists. For lists with more than a few subgroups, the list can be bracketed with {{t1|div col}} and {{t1|div col end}}, which will split the list into two columns (''see '''Nettle''' example at right''). In cases where a list would make the taxobox too long, or where the classification is too variable to allow a brief summary, the list should be replaced with a comment like "See text" or the subdivision section should be omitted. As a [[rule of thumb]], when there are more than 100 subgroups the list should be in a separate article. In cases where the classification is variable, a description like "Typical orders" or "Notable orders" may be used. In cases where the ranks are uncertain, a description like "Subgroups" or "Taxa" may be preferable. Sometimes it is convenient to represent more than one level of classification in the list. In that case the lower level groups are moved over to the right by prefixing them with &amp;nbsp; characters&nbsp;– usually three for the first level of indentation, and then one to three more for each subsequent level. Major grades may also be represented by bolded headers, as on [[plant]] and [[heterokont]]. Remember, though, these should mainly be done when the intermediate rank subgroups are not worthy of separate articles; taxoboxes are too small to include too much duplicate information. ==== Conservation status ==== {{Main|Wikipedia:Conservation status}} [[Conservation status]] may optionally be included; you can search the [[International Union for Conservation of Nature|IUCN]]'s [http://www.iucnredlist.org/ database of threatened species] to find the conservation status of many organisms. It is included via the ''status'' argument, which takes a code or template. It is not appropriate for prehistoric organisms&nbsp;– the <code>fossil_range</code> parameter may be a more sensible option. {{para|status |{{var | code}}}} {{para|status_system | classification system (see below))}} – ''required'' {{para|status_ref | {{tag|ref}}}} – ''optional'' {{para|extinct | {{var|year of extinction}}}} – ''optional'' (only use if {{para| status | EX}} and year of extinction is known). Use the above syntax, choosing one of the status codes from the code list below. The ''code'' may be all upper or lower case, but the cases used in the table are preferred. [[File:Status iucn3.1.svg|thumb|[[IUCN Red List]], ver. 3.1 (2001)]] [[File:Status iucn2.3.svg|thumb|[[IUCN Red List]], ver. 2.3 (1994)]] [[File:Status TNC.svg|thumb|[[NatureServe status]]]] [[File:Status ESA.svg|thumb|U.S. [[Endangered Species Act]] (ESA)]] [[Image:Status_COSEWIC.svg|thumb|Canada's [[COSEWIC]] [[Species at Risk Act]] (SARA)]] [[File:Status EPBC.svg|thumb|Australia's [[EPBC Act]]]] [[File:Status NZTCS.svg|thumb|New Zealand Threat Classification System]] [[Image:Status DECF.svg|thumb|Western Australia's [[Declared Rare and Priority Flora List]]]] The following status codes are available (the third column shows the category that is automatically added to the article): :{| class="wikitable" |- bgcolor="lightsteelblue" align=left ! Status (as shown in taxobox) || Code || Category assigned |- | Secure || secure<ref name="invalid" group="IUCN" /> || |- | Domesticated || DOM<ref name="invalid" group="IUCN" /> || Domesticated animals |- | Least Concern (LC) || LC || |- | Least Concern (LR/lc) || LR/lc || |- | [[Near Threatened]] (NT) || NT || |- | [[Near Threatened]] (LC/nt) || LR/nt || |- | [[Conservation Dependent]] (LR/cd) || LR/cd || |- | [[Vulnerable species|Vulnerable]] (VU) || VU || |- | [[Endangered species|Endangered]] (EN) || EN || Endangered species |- | [[Critically Endangered]] || CR || Critically endangered species |- | [[Critically Endangered]] (CR), possibly extinct || PE || Critically endangered species |- | Extinct&nbsp;in&nbsp;the&nbsp;wild (EW) || EW || Species extinct in the wild |- | Extinct || EX || |- | Data deficient (DD) || DD || |- | ''Not evaluated'' (NE) || NE || |- | Fossil || fossil<ref name="invalid" group="IUCN">This is not a valid IUCN Red List category</ref><ref name="fossil" group="IUCN">{{para|status|fossil}} is deprecated in favour of {{para|fossil_range}} {{tlx|fossil range}} (see the [[#Fossil range]] section below).</ref> || |- | Prehistoric || pre<ref name="invalid" group="IUCN" /> || |- | See text || See text<ref name="invalid" group="IUCN" /> || |- | Lower Risk || <s>LR</s><ref name="invalid" group="IUCN" /><ref name="LR" group="IUCN">{{var|LR}} is deprecated; use {{var|LR/lc}} or {{var|LR/nt}} or {{var|LR/cd}} instead.</ref> |} ;Notes: {{Reflist|group=IUCN|close}} ===== System ===== {{Main|Wikipedia:Conservation status}} The criteria used by the IUCN should also be specified: (case-sensitive) <pre style="overflow:auto"> | status_system = iucn3.1 or | status_system = iucn2.3 <!-- deprecated for new boxes, although some taxoboxes still exist and are supported for this version --> </pre> This parameter is '''required''' in order to display the proper conservation status graphic. Failure to use this parameter will result in no graphic appearing. Other systems are listed at [[Wikipedia:Conservation status]]. ===== Referencing conservation status ===== To add a reference for the status, use {{para|status_ref|<nowiki><ref></nowiki>{{tlx|IUCN2012.2|2=...}}<nowiki></ref></nowiki>}} See {{tl|IUCN2012.2}} or {{tl|IUCN}} for the arguments you need to supply to that template. And don't forget that {{tag|ref}} requires a corresponding <tt><nowiki><references/></nowiki></tt> in the References section. ==== Fossil range ==== The stratigraphic range for groups known as fossils may also be included, using the ''fossil_range'' argument. For instance, for a group known from the [[Cambrian]] to the [[Permian]]: <pre style="overflow:auto"> |fossil_range = [[Cambrian]]–[[Permian]] </pre> You may wish to add a diagrammatic representation of the fossil range (as shown below), which can be created using the {{tl|Fossil range}} template, for example: {{image frame|content={{fossil range|Cambrian|Permian}} }} <pre style="overflow:auto"> | fossil_range = {{fossil range|Cambrian|Permian}} </pre> or <pre style="overflow:auto"> | fossil_range = {{fossil range|542|250}} [[Cambrian]]–[[Permian]] </pre> For [[extant]] taxa that continue into the present day, the ending period should be set to "Recent" or as "Holocene" for Late Quaternary extinctions such as the [[Moa]], and the current status should be indicated using the ''status'' argument. For groups that only existed during a single period, simply list it without giving a range: e.g.: {{image frame|content={{fossil range | Silurian}} }} <pre style="overflow:auto"> | fossil_range = {{fossil range|Silurian}} </pre> ==== Images ==== An image can be included using the argument ''image''. It is highly recommended that an image be provided if one is available. Do ''not'' include the "File:" part of the image file name! If an image is included, [[alt text]] should be provided using ''image_alt''. Alt text should not repeat the caption; instead, it should describe the image to someone who can't see it (see [[WP:ALT]]). A caption can be provided using ''image_caption''. A caption need not be provided if it would just repeat the title of the article. It should be provided if it can convey any additional information about the image, such as the sex or life stage of the individual, the location where the picture was taken, the artist (if an engraving or other illustration), or (for higher taxa) the particular species depicted. <pre style="overflow:auto"> | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves | image_caption = ''Magnolia virginiana'' </pre> By default, the image width is determined by users' default thumb size preferences. In general, it is recommended that these preferences be honoured. In some cases, however, it may be desirable to overrule the default size; this can be achieved by use of the ''image_width'' parameter. Note that the [[Wikipedia:Manual of Style#Images|Manual of Style]] recommends that if the default thumb size of a lead image is to be overruled, it should be made at least 300px wide, so that users whose default thumb size is 300px do not end up with a lead image smaller than the other images in the article. <pre style="overflow:auto"> | image = Sweetbay1082.jpg | image_alt = White flower surrounded by long green leaves | image_caption = ''Magnolia virginiana'' | image_width = 320px </pre> A second image may be added by use of the ''image2'', ''image2_alt'', ''image2_caption'' and ''image2_width'' arguments. Use this sparingly, and only when the article is long enough, ''and'' when it makes sense to include the second image here and not later in the article. [[Camel]] is a good example (a genus with two well-known representatives). A second image may also be useful for species that display [[sexual dimorphism]] so that both a male and female representative could be shown, e.g. [[Northern Cardinal]]. ==== Authorities ==== Generally, an authority should be given only for the taxa covered by the article. Higher groups which only include the article subject should also list authorities unless those are the same as for the taxa in question. In the case of species (or subspecies) the authority may be given in the ''binomial'' (or ''trinomial'') section. Otherwise authorities may be listed in the placement section. For instance, for an order: <pre style="overflow:auto"> | ordo = | ordo_authority = </pre> The following examples illustrate the different conventions for names, dates, and punctuations in the different kingdoms. * Animalia ** Original name valid: '''''Homo sapiens''''' <small>[[Carl Linnaeus|Linnaeus]], 1758</small> ** Organism reclassified: '''''Panthera leo''''' <small>([[Carl Linnaeus|Linnaeus]], 1758)</small> (originally ''Felis leo'') * Plantae ** Original name valid: '''''Magnolia virginiana''''' <small>[[Carl Linnaeus|L.]]</small> ** Organism reclassified: '''''Anacamptis pyramidalis''''' <small>([[Carl Linnaeus|L.]]) [[Louis Claude Richard|Rich.]]</small> (originally ''Orchis pyramidalis'') * Bacteria ** Original name valid: '''''Vibrio cholerae''''' <small>[[Robert Koch|R. Koch]] 1883</small> ** Organism reclassified: '''''Streptococcus pneumoniae''''' <small>(Klein 1884) Chester 1901</small> (originally ''Micrococcus pneumoniae'') ** Old name revived: '''''Salmonella enterica''''' <small>(ex Kauffmann & Edwards 1952) Le Minor & Popoff 1987</small> Authorities in scientific names are also abbreviated according to different standards for plants and animals. To decipher standard abbreviations, see * [[List of botanists by author abbreviation]] or consult the [http://www.ipni.org/ International Plant Names Index]. * [[List of zoologists by author abbreviation]] For more information refer to the article on [[binomial nomenclature]]. ==== Diversity ==== In higher taxa, and taxa where the subdivision option does not indicate number of species, the ''diversity'' argument may be used. This needs to be accompanied by ''diversity_link'' which links to an appropriate page, usually a ''List of ... species'' page. See, for example, ''[[Banksia]]'': the subdivision lists only two subgenera, so the ''diversity'' option is used to specify the number of species. <pre style="overflow:auto"> | diversity_link = List of Quercus species | diversity = c. 120 species </pre> It is ''not'' a good idea to be too precise about the number of species. New species are still being regularly described in many groups. Moreover, changing systematic treatment is liable to alter the species number even in well-known genera. Rounding off the species number and denoting this as approximate value will help decreasing maintenance. ==== Range maps ==== A range map may be included at the end of the taxobox. This uses the ''range_map'', ''range_map_width'', ''range_map_alt'', and ''range_map_caption'' arguments, in the same manner as an image. See [[leopard]] (land animal), [[Northern Flicker]] (non-migratory bird), [[Lesser Spotted Eagle]] (migratory bird) and [[orca]] (water animal) for examples. <pre style="overflow:auto"> | range_map = Map.jpg | range_map_width = 240px | range_map_alt = Map showing ... | range_map_caption = Range of ... </pre> You can generate maps using an appropriate blank map such as [[:Image:BlankMap-World-noborders.png]]. Do not make the distribution map too large (a width of 300 to 400 should be sufficient, the purpose of the map being a rough global overview; more detailed maps can always go to the article body) and add the map to [[:Category:Habitat maps]], or, preferably, if you upload the map to Commons, to [[:commons:Category:Animal distribution maps]]. ==== Synonyms ==== Where a species has synonyms, the ''synonyms'' argument may be used. This should be a list of synonyms separated by &lt;br/&gt; tags. <pre style="overflow:auto"> | synonyms = ''species1'' <small>Authority1</small><br/> ''species2'' <small>Authority2</small> </pre> If the synonyms are too long to fit in a single line, you may also use a bulleted list: <pre style="overflow:auto"> | synonyms = *''species1''<br/><small>Authority1</small> *''species2''<br/><small>Authority2</small> </pre> The first format is preferred for clarity. : Please note: style element <nowiki><small></nowiki> is not recommended in [[Wikipedia:WikiProject Check Wikipedia#HTML_text_style_element_.3Csmall.3E]], see discussion [[Wikipedia talk:WikiProject Check Wikipedia#Small style element]]. [http://uio.mbl.edu/NomenclatorZoologicus/ Nomenclator Zoologicus] has data for all but the most recently established animal [[genera]]. This may be hard to understand for non-specialists, but it is a comprehensive source for the authorship of genus names, both valid ones and junior synonyms. Sometimes one will note that a new name has been established because the older, original name was "preoccupied". This means it has already been established for another [[taxon]] of the same [[Linnaean taxonomy|rank]] in the same [[kingdom (biology)|kingdom]] before&nbsp;– even if that name is now a synonym too. Taxa that preoccupy a name can be linked in the Synonyms section, such as ''Stenorhynchus'' [[Trembler|here]]. Use {{para|synonyms_ref}} to give references for the synonym list, for example: {{para|synonyms_ref | <nowiki><ref></nowiki>Smith and Jones, 2009, p.&nbsp;5<nowiki></ref></nowiki>}} ==== Type species ==== When the [[type species]] of a genus (or larger grouping) is known, the {{para|type_species}} and {{para|type_species_authority}} can be used. For animal entries, the type species should be the original binomial name of the type species, but linked to its current article, and the authority should be plain (no parenthesis). See ''[[Giant mouse lemur|Mirza]]'' for a type species example. <pre style="overflow:auto"> | type_species = the original name of the species that was initially used to describe the genus, without regard to its present-day nomenclature | type_species_authority = </pre> This follows [[International Commission on Zoological Nomenclature|ICZN]] Recommendation 67B; be aware that this means the taxon used by the genus' original author&nbsp;– even if it is now invalid, e.g. a [[junior synonym]]. Ideally, it should only be used if the genus' original description can be verified first-hand. As per the following example given by the ICZN: <blockquote>''Astacus marinus'' Fabricius, 1775, one of the nominal species originally included in the decapod crustacean genus ''Homarus'' Weber, 1795, was subsequently designated by Fowler (1912) as the type species of ''Homarus''. The type species is, and should be cited as, ''Astacus marinus'' Fabricius, 1775. ''Astacus marinus'' Fabricius is currently synonymized with ''Cancer gammarus'' Linnaeus, 1758, but the latter is not the type species of ''Homarus'' and should not be cited as such. If mention of the type species is required it should be made in some such manner as "Type species ''Astacus marinus'' Fabricius, 1775, a junior synonym of ''Cancer gammarus'' Linnaeus, 1758"; or "Type species ''Astacus marinus'' Fabricius, 1775, now regarded as a synonym of ''Homarus gammarus'' (Linnaeus, 1758)".</blockquote> If you do not completely understand what this all means, please ''do not use this parameter''. Instead, if possible denote the type species in the species listing, for example with a <pre><small>([[type species]])</small></pre> after the species' (currently valid) name. === Italic page titles === If the value of {{para|genus}}, {{para|species}}, or {{para|binomial}} exactly matches the title of the page, '''and''' {{para|name}} is unspecified, the taxobox '''and''' page title will be italicized automatically.<ref group=note>See note 1; the title of the page will be italicized using the <nowiki>{{DISPLAYTITLE}}</nowiki> [[mw:Help:Magic words|magic word]]. When the page name contains the disambiguator "(alga)" or "(genus)", this disambiguator will not be italicized (e.g., [[Ia (genus)|''Ia'' (genus)]]).</ref> If necessary, it is also possible to force the page title to display in italics using the {{tl|Italic title}} template. If the {{para|name}} parameter is present, then the taxobox will display whatever is in {{para|name}}; the page title will NOT be italicized unless {{tl|italic title}} is used. === Complete blank template === This section gives all parameters in the order that they will appear in the taxobox. No taxobox should use all of these. Keep it short! {{Taxobox | color = {{Taxobox colour|[[Animal]]ia}} | name = name | status = EN | status_system = iucn3.1 | status_ref = <ref>iucn reference goes here</ref> | fossil_range = {{fossil range|100|0}}fossil_range | image = Panthera tigris tigris.jpg | image_width = 200px | image_alt = image_alt | image_caption = image_caption | image2 = Singapore Zoo Tigers.jpg | image2_width = 200px | image2_alt = image2_alt | image2_caption = image2_caption | classification_status = status of classification | virus_group = virus_group | superdomain = superdomain | unranked_superdomain = unranked_superdomain | unranked_superdomain_authority = unranked_superdomain_authority | domain = domain | domain_authority = domain_authority | superregnum = superregnum | superregnum_authority = superregnum_authority | regnum = regnum | regnum_authority = regnum_authority | unranked_regnum = unranked_regnum | unranked_regnum_authority = unranked_regnum_authority | subregnum = subregnum | subregnum_authority = subregnum_authority | infraregnum = infraregnum | infraregnum authority = infraregnum authority | unranked_phylum = unranked_phylum | unranked_phylum_authority = unranked_phylum_authority | superdivisio = superdivisio | superdivisio_authority = superdivisio_authority | superphylum = superphylum | superphylum_authority = superphylum_authority | divisio = divisio | divisio_authority = divisio_authority | phylum = phylum | phylum_authority = phylum_authority | subdivisio = subdivisio | subdivisio_authority = subdivisio_authority | subphylum = subphylum | subphylum_authority = subphylum_authority | infraphylum = infraphylum | infraphylum_authority = infraphylum_authority | microphylum = microphylum | microphylum_authority = microphylum_authority | nanophylum = nanophylum | nanophylum_authority = nanophylum_authority | unranked_classis = unranked_classis | unranked_classis_authority = unranked_classis_authority | superclassis = superclassis | superclassis_authority = superclassis_authority | classis = classis | classis_authority = classis_authority | unranked_subclassis = unranked_subclassis | unranked_subclassis_authority = unranked_subclassis_authority | subclassis = subclassis | subclassis_authority = subclassis_authority | unranked_infraclassis = unranked_infraclassis | unranked_infraclassis_authority = unranked_infraclassis_authority | infraclassis = infraclassis | infraclassis_authority = infraclassis_authority | unranked_ordo = unranked_ordo | unranked_ordo_authority = unranked_ordo_authority | magnordo = magnordo | magnordo_authority = magnordo_authority | superordo = superordo | superordo_authority = superordo_authority | ordo = ordo | ordo_authority = ordo_authority | subordo = subordo | subordo_authority = subordo_authority | infraordo = infraordo | infraordo_authority = infraordo_authority | parvordo = parvordo | parvordo_authority = parvordo_authority | zoodivisio = zoodivisio | zoodivisio_authority = zoodivisio_authority | zoosectio = zoosectio | zoosectio_authority = zoosectio_authority | zoosubsectio = zoosubsectio | zoosubsectio_authority = zoosubsectio_authority | unranked_superfamilia = unranked_superfamilia | unranked_superfamilia_authority = unranked_superfamilia_authority | superfamilia = superfamilia | superfamilia_authority = superfamilia_authority | familia = familia | familia_authority = familia_authority | subfamilia = familia_authority | subfamilia_authority = subfamilia_authority | unranked_tribus = unranked_tribus | unranked_tribus_authority = unranked_tribus_authority | supertribus = supertribus | supertribus_authority = supertribus_authority | tribus = tribus | tribus_authority = tribus_authority | subtribus = subtribus | subtribus_authority = subtribus_authority | alliance = alliance | alliance_authority = alliance_authority | unranked_genus = unranked_genus | unranked_genus_authority = genus_authority | genus = genus | genus_authority = genus_authority | subgenus = subgenus | subgenus_authority = subgenus_authority | sectio = sectio | sectio_authority = sectio_authority | subsectio = subsectio | subsectio_authority = subsectio_authority | series = series | series_authority = series_authority | subseries = subseries | subseries_authority = subseries_authority | species_group = species_group | species_group_authority = species_group_authority | species_subgroup = species_subgroup | species_subgroup_authority = species_subgroup_authority | species_complex = species_complex | species_complex_authority = species_complex_authority | species = species | species_authority = species_authority | subspecies = subspecies | subspecies_authority = subspecies_authority | variety = variety | variety_authority = variety_authority | type_strain = type strain | diversity = diversity | diversity_link = diversity_link | binomial = binomial | binomial_authority = binomial_authority | trinomial = trinomial | trinomial_authority = trinomial_authority | type_species = type_species | type_species_authority = type_species_authority | subdivision = subdivision | subdivision_ranks = subdivision_ranks | range_map = Pleurodeles walti dis.png | range_map_width = 200px | range_map_alt = range_map_alt | range_map_caption = range_map_caption | binomial2 = binomial2 | binomial2_authority = binomial2_authority | range_map2 = Pleurodeles walti dis.png | range_map2_width = 200px | range_map2_alt = range_map2_alt | range_map2_caption = range_map2_caption | binomial3 = binomial3 | binomial3_authority = binomial3_authority | range_map3 = Pleurodeles walti dis.png | range_map3_width = 200px | range_map3_alt = range_map3_alt | range_map3_caption = range_map3_caption | binomial4 = binomial4 | binomial4_authority = binomial4_authority | range_map4 = Pleurodeles walti dis.png | range_map4_width = 200px | range_map4_alt = range_map4_alt | range_map4_caption = range_map4_caption | synonyms_ref = <ref>Reference for synonyms list</ref> | synonyms = synonyms }} <pre style="overflow:auto"> {{Taxobox | color = | name = | status = | status_system = | status_ref = | fossil_range = | image = | image_width = | image_alt = | image_caption = | image2 = | image2_width = | image2_alt = | image2_caption = | classification_status = | virus_group = | superdomain = | superdomain_authority = | unranked_superdomain = | unranked_superdomain_authority = | domain = | domain_authority = | unranked_regnum = | unranked_regnum_authority = | superregnum = | superregnum_authority = | regnum = | regnum_authority = | subregnum = | subregnum_authority = | unranked_phylum = | unranked_phylum_authority = | superdivisio = | superdivisio_authority = | superphylum = | superphylum_authority = | divisio = | divisio_authority = | unranked_divisio = | unranked_divisio_authority = | phylum = | phylum_authority = | subdivisio = | subdivisio_authority = | subphylum = | subphylum_authority = | infraphylum = | infraphylum_authority = | microphylum = | microphylum_authority = | nanophylum = | nanophylum_authority = | unranked_classis = | unranked_classis_authority = | superclassis = | superclassis_authority = | classis = | classis_authority = | unranked_subclassis = | unranked_subclassis_authority = | subclassis = | subclassis_authority = | unranked_infraclassis = | unranked_infraclassis_authority = | infraclassis = | infraclassis_authority = | unranked_ordo = | unranked_ordo_authority = | magnordo = | magnordo_authority = | superordo = | superordo_authority = | ordo = | ordo_authority = | subordo = | subordo_authority = | infraordo = | infraordo_authority = | parvordo = | parvordo_authority = | zoodivisio = | zoodivisio_authority = | zoosectio = | zoosectio_authority = | zoosubsectio = | zoosubsectio_authority = | unranked_superfamilia = | unranked_superfamilia_authority = | superfamilia = | superfamilia_authority = | familia = | familia_authority = | subfamilia = | subfamilia_authority = | unranked_tribus = | unranked_tribus_authority = | supertribus = | supertribus_authority = | tribus = | tribus_authority = | subtribus = | subtribus_authority = | alliance = | alliance_authority = | unranked_genus = | unranked_genus_authority = | genus = | genus_authority = | subgenus = | subgenus_authority = | sectio = | sectio_authority = | subsectio = | subsectio_authority = | series = | series_authority = | subseries = | subseries_authority = | species_group = | species_group_authority = | species_subgroup = | species_subgroup_authority = | species_complex = | species_complex_authority = | species = | species_authority = | subspecies = | subspecies_authority = | variety = | variety_authority = | diversity = | diversity_link = | binomial = | binomial_authority = | trinomial = | trinomial_authority = | type_species = | type_species_authority = | subdivision = | subdivision_ranks = | type_strain = | range_map = | range_map_width = | range_map_alt = | range_map_caption = | binomial2 = | binomial2_authority = | range_map2 = | range_map2_width = | range_map2_alt = | range_map2_caption = | binomial3 = | binomial3_authority = | range_map3 = | range_map3_width = | range_map3_alt = | range_map3_caption = | binomial4 = | binomial4_authority = | range_map4 = | range_map4_width = | range_map4_alt = | range_map4_caption = | synonyms_ref = | synonyms = }} </pre> === All parameters === The full list of parameters is illustrated inside the infobox above, in the "[[#Complete blank template|Complete blank template]]". :{| <!--this table uses end-of-line "<tr>" to split rows. --> |- | color - || typical color code <tr> | name - || name defaults to <nowiki>{{PAGENAME}}</nowiki><tr> | status - || conservation status code <tr> | status_system - || status-system type <tr> | status_ref - || status reference <tr> | regnum - || (standard) kingdom name <tr> | phylum - || (standard) phylum name <tr> | classis - || (standard) class name <tr> | ordo - || (standard) order name <tr> | familia - || (standard) family name <tr> | genus - || (standard) genus name <tr> | species - || (standard) species name <tr> | fossil_range - || (as shown at top of box) <tr> | image - || (as shown in box) <tr> | image_width - || (as shown in box) <tr> | image_alt - || (as shown in box) <tr> | image_caption - || (as shown in box) <tr> | image2 - || (as shown in box) <tr> | image2_width - || (as shown in box) <tr> | image2_alt - || (as shown in box) <tr> | image2_caption - || (as shown in box) <tr> | classification_status - || (as shown in box) <tr> | virus_group - || (as shown in box) <tr> | superdomain - || (as shown in box) <tr> | superdomain_authority - || (as shown in box) <tr> | unranked_superdomain - || (as shown in box) <tr> | unranked_superdomain_ authority - || (as shown in box) <tr> | domain - || (as shown in box) <tr> | domain_authority - || (as shown in box) <tr> | unranked_regnum - || (as shown in box) <tr> | unranked_regnum_ authority - || (as shown in box) <tr> | superregnum - || (as shown in box) <tr> | superregnum_authority - || (as shown in box) <tr> | regnum_authority - || (as shown in box) <tr> | subregnum - || (as shown in box) <tr> | subregnum_authority - || (as shown in box) <tr> | unranked_phylum - || (as shown in box) <tr> | unranked_phylum_ authority - || (as shown in box) <tr> | superdivisio - || (as shown in box) <tr> | superdivisio_authority - || (as shown in box) <tr> | superphylum - || (as shown in box) <tr> | superphylum_authority - || (as shown in box) <tr> | divisio - || (as shown in box) <tr> | divisio_authority - || (as shown in box) <tr> | unranked_divisio - || (as shown in box) <tr> | unranked_divisio_ authority - || (as shown in box) <tr> | phylum_authority - || (as shown in box) <tr> | subdivisio - || (as shown in box) <tr> | subdivisio_authority - || (as shown in box) <tr> | subphylum - || (as shown in box) <tr> | subphylum_authority - || (as shown in box) <tr> | infraphylum - || (as shown in box) <tr> | infraphylum_authority - || (as shown in box) <tr> | microphylum - || (as shown in box) <tr> | microphylum_authority - || (as shown in box) <tr> | nanophylum - || (as shown in box) <tr> | nanophylum_authority - || (as shown in box) <tr> | unranked_classis - || (as shown in box) <tr> | unranked_classis_ authority - || (as shown in box) <tr> | superclassis - || (as shown in box) <tr> | superclassis_authority - || (as shown in box) <tr> | classis_authority - || (as shown in box) <tr> | unranked_subclassis - || (as shown in box) <tr> | unranked_subclassis_ authority - || (as shown in box) <tr> | subclassis - || (as shown in box) <tr> | subclassis_authority - || (as shown in box) <tr> | unranked_infraclassis - || (as shown in box) <tr> | unranked_infraclassis_ authority - || (as shown in box) <tr> | infraclassis - || (as shown in box) <tr> | infraclassis_authority - || (as shown in box) <tr> | unranked_ordo - || (as shown in box) <tr> | unranked_ordo_authority - || (as shown in box) <tr> | magnordo - || (as shown in box) <tr> | magnordo_authority - || (as shown in box) <tr> | superordo - || (as shown in box) <tr> | superordo_authority - || (as shown in box) <tr> | ordo_authority - || (as shown in box) <tr> | subordo - || (as shown in box) <tr> | subordo_authority - || (as shown in box) <tr> | infraordo - || (as shown in box) <tr> | infraordo_authority - || (as shown in box) <tr> | parvordo - || (as shown in box) <tr> | parvordo_authority - || (as shown in box) <tr> | zoodivisio - || (as shown in box) <tr> | zoodivisio_authority - || (as shown in box) <tr> | zoosectio - || (as shown in box) <tr> | zoosectio_authority - || (as shown in box) <tr> | zoosubsectio - || (as shown in box) <tr> | zoosubsectio_authority - || (as shown in box) <tr> | unranked_superfamilia - || (as shown in box) <tr> | unranked_superfamilia_ authority - || (as shown in box) <tr> | superfamilia - || (as shown in box) <tr> | superfamilia_authority - || (as shown in box) <tr> | familia_authority - || (as shown in box) <tr> | subfamilia - || (as shown in box) <tr> | subfamilia_authority - || (as shown in box) <tr> | unranked_tribus - || (as shown in box) <tr> | unranked_tribus_ authority - || (as shown in box) <tr> | supertribus - || (as shown in box) <tr> | supertribus_authority - || (as shown in box) <tr> | tribus - || (as shown in box) <tr> | tribus_authority - || (as shown in box) <tr> | subtribus - || (as shown in box) <tr> | subtribus_authority - || (as shown in box) <tr> | alliance - || (as shown in box) <tr> | alliance_authority - || (as shown in box) <tr> | unranked_genus - || (as shown in box) <tr> | unranked_genus_ authority - || (as shown in box) <tr> | genus_authority - || (as shown in box) <tr> | subgenus - || (as shown in box) <tr> | subgenus_authority - || (as shown in box) <tr> | sectio - || (as shown in box) <tr> | sectio_authority - || (as shown in box) <tr> | subsectio - || (as shown in box) <tr> | subsectio_authority - || (as shown in box) <tr> | series - || (as shown in box) <tr> | series_authority - || (as shown in box) <tr> | subseries - || (as shown in box) <tr> | subseries_authority - || (as shown in box) <tr> | species_group - || (as shown in box) <tr> | species_group_authority - || (as shown in box) <tr> | species_subgroup - || (as shown in box) <tr> | species_subgroup_ authority - || (as shown in box) <tr> | species_complex - || (as shown in box) <tr> | species_complex_ authority - || (as shown in box) <tr> | species_authority - || (as shown in box) <tr> | subspecies - || (as shown in box) <tr> | subspecies_authority - || (as shown in box) <tr> | variety - || (as shown in box) <tr> | variety_authority - || (as shown in box) <tr> | diversity - || (as shown in box) <tr> | diversity_link - || (as shown in box) <tr> | binomial - || (as shown in box) <tr> | binomial_authority - || (as shown in box) <tr> | trinomial - || (as shown in box) <tr> | trinomial_authority - || (as shown in box) <tr> | type_species - || (as shown in box) <tr> | type_species_authority - || (as shown in box) <tr> | subdivision - || (as shown in box) <tr> | subdivision_ranks - || (as shown in box) <tr> | type_strain - || (as shown in box) <tr> | range_map - || 1st map, bottom of box <tr> | range_map_width - || 1st map width as 200px <tr> | range_map_alt - || 1st map ALT= text<tr> | range_map_caption - || 1st caption, under picture<tr> | binomial2 - || (as shown in box) <tr> | binomial2_authority - || (as shown in box) <tr> | range_map2 - || 2nd map in box <tr> | range_map2_width - || 2nd map width as 200px<tr> | range_map2_alt - || 2nd map ALT= text <tr> | range_map2_caption - || 2nd map caption <tr> | binomial3 - || (as shown in box) <tr> | binomial3_authority - || (as shown in box) <tr> | range_map3 - || 3rd map in box <tr> | range_map3_width - || 3rd map width as 200px <tr> | range_map3_alt - || 3rd map ALT= text <tr> | range_map3_caption - || 3rd maq caption <tr> | binomial4 - || (as shown in box) <tr> | binomial4_authority - || (as shown in box) <tr> | range_map4 - || 4th map in box <tr> | range_map4_width - || 4th map width as 200px <tr> | range_map4_alt - || 4th map ALT= text <tr> | range_map4_caption - || 4th map caption <tr> | synonyms_ref - || reference for synonyms <tr> | synonyms - || (as at bottom of box) |} === Articles lacking taxoboxes === For articles lacking taxoboxes, add '''[[Template:Missing-taxobox]]''' to the ''talk'' page. This may be done by typing '''<nowiki>{{Missing-taxobox}}</nowiki>''' or '''<nowiki>{{needtaxobox}}</nowiki>''' at the top of the ''talk'' page. === Microformat === {{UF-species}} === See also === * [[Wikipedia:How to read a taxobox]] * [[Wikipedia:Manual of Style (infoboxes)]] <div style="display: none">{{refs}}</div> == Notes == {{reflist|group=note}} <includeonly> <!-- ADD CATEGORIES BELOW THIS LINE --> [[Category:Wikipedia how-to|Taxobox usage]] [[Category:Biology infobox templates|{{PAGENAME}}]] </includeonly> <noinclude> [[Category:Wikipedia Manual of Style (science)]] </noinclude> d1a50292723419307d6a72e3de5d676b963a9291 10 113 225 224 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{lc:{{taxonomy/{{{1}}}|machine code=rank}}}} |genus|subgenus |ichnogenus|ichnosubgenus |oogenus|oosubgenus =''{{1X|1={{taxonomy/{{{1}}}|machine code=plain_link_text}}}}'' |species|subspecies|infraspecies |ichnospecies|ichnosubspecies|ichnoinfraspecies |oospecies|oosubspecies|ooinfraspecies =''{{1x|1={{{1|}}}}}'' |{{taxonomy/{{{1}}}|machine code=link_target}}}}<noinclude>{{documentation}}</noinclude> fb6f6aa430e0d483cc46b916fa61bbe15dc10438 224 2011-09-15T02:26:30Z Bob the Wikipedian 0 Protected Template:Taxobox/italics: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{#switch:{{lc:{{taxonomy/{{{1}}}|machine code=rank}}}} |genus|subgenus |ichnogenus|ichnosubgenus |oogenus|oosubgenus =''{{1X|1={{taxonomy/{{{1}}}|machine code=plain_link_text}}}}'' |species|subspecies|infraspecies |ichnospecies|ichnosubspecies|ichnoinfraspecies |oospecies|oosubspecies|ooinfraspecies =''{{1x|1={{{1|}}}}}'' |{{taxonomy/{{{1}}}|machine code=link_target}}}}<noinclude>{{documentation}}</noinclude> fb6f6aa430e0d483cc46b916fa61bbe15dc10438 10 315 629 628 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>transparent; text-align:center; border: 1px solid red;</includeonly><noinclude>{{documentation|Template:Taxobox colour/doc}}</noinclude> c173fc1bcb58fe59b50be2d82c6850b691373900 628 2010-11-26T13:54:50Z Smith609 0 Simplify; won't display category though wikitext text/x-wiki <includeonly>transparent; text-align:center; border: 1px solid red;</includeonly><noinclude>{{documentation|Template:Taxobox colour/doc}}</noinclude> c173fc1bcb58fe59b50be2d82c6850b691373900 10 114 227 226 2013-05-08T17:44:30Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#titleparts: {{#switch:{{Taxobox/taxonomy cell/display|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }} |A=<!-- The taxon does exist, but do we want to display it? If we've been passed a "force" (due to display parents = n); or the taxon has always_display set to 1; or it's a major taxon (see list), then we'll generate a taxon row for a wikitable. -->{{ #switch: {{ #if:{{{fc|{{{force|}}} }}} |{{lc:{{{fc|{{{force}}} }}} }} |{{#ifeq:{{taxonomy/{{{1}}}|machine code=always_display}}|true |true |{{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}} }} }}<!--endif ...always_display = true--> }} <!-- "true" is passed into the switch if there's a force or always_display set true; otherwise we're branching by taxonomic rank (in lowercase) --> | true | yes | regnum | phylum | divisio | classis | ordo | familia | genus | species | virus_group | ichnoclassis | ichnoordo | ichnofamilia | ichnogenus | ichnospecies | ooclassis | oordo | oofamilia | oogenus | oospecies = <!-- Here's where the taxon row is actually produced: -->{{!}} {{ #switch: {{lc: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }}<!-- --------------------------------------------------- Get rank name --> | unranked = (unranked) | informal|informal_ =''Informal group'' | virus_group=Group | superregnum=Superkingdom | divisio|zoodivisio=Division | regnum=Kingdom | subregnum=Subkingdom | zoosectio=Section | zoosubsectio=Subsection | superclassis=Superclass | subclassis=Subclass | infraclassis=Infraclass | classis=Class | magnordo=Magnorder | superordo=Superorder | grandordo=Grandorder | ordo=Order | subordo=Suborder | infraordo=Infraorder | infraordo=Microrder | parvordo=Parvorder | superfamilia=Superfamily | familia=Family | subfamilia=Subfamily | supertribus=Supertribe | tribus=Tribe | subtribus=Subtribe | infratribus=Infratribe | sectio|subsectio|superdivisio={{ucfirst: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }}n | species_group=Species group | species_subgroup=Species subgroup | species_complex=Species complex | clade|cohort|informal group|stem group|total group |legion|superlegion|sublegion|infralegion = ''{{ucfirst:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}}}'' | cladus=''Clade'' | ichnostem-group=Ichnostem-Group | ichnosuperclassis=Ichnosuperclass | ichnoclassis=Ichnoclass | ichnosubclassis=Ichnosubclass | ichnoinfraclassis=Ichnoinfraclass | ichnodivisio=Ichnodivision | ichnosubdivisio=Ichnosubdivision | ichnoinfradivisio=Ichnoinfradivision | ichnomagnordo=Ichnomagnorder | ichnosuperordo=Ichnosuperorder | ichnograndordo=Ichnograndorder | ichnomicrordo=Ichnomicrorder | ichnoordo=Ichnoorder | ichnosubordo=Ichnosuborder | ichnoinfraordo=Ichnoinfraorder | ichnoparvordo=Ichnoparvorder | ichnosuperfamilia=Ichnosuperfamily | ichnofamilia=Ichnofamily | ichnosubfamilia=Ichnosubfamily | ooclassis=Ooclass | oosubclassis=Oosubclass | oosupercohort=Oosupercohort | oocohort=Oocohort | oomagnordo=Oomagnorder | oosuperordo=Oosuperorder | oordo=Oorder | morphotype=Morphotype | oofamilia=Oofamily | oogenus=Oogenus | oosubgenus=Oogenus | oospecies=Oospecies | oosubspecies=Oosubspecies | #default={{ucfirst: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }} }}<!--endswitch {..=rank..} -->: {{!!}} {{ #switch: {{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}}}} | genus|species|oogenus|oospecies|sectio|subgenus|subsectio|series|subseries = <i> }}{{#ifeq:{{{format|link}}}|bold |'''{{taxonomy/{{{1|Acacia}}}|machine code=link text}}''' |[[{{taxonomy/{{{1|Acacia}}}|machine code=link}}]]}}{{ #switch: {{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}}}} | genus|species|oogenus|oospecies|sectio|subgenus|subsectio|series|subseries = </i>}}<!-- ----------------------------------------- Authority -->{{ #if:{{{authority|}}} |<br /><small>{{{authority}}}</small> }} {{!}}-<!--put row token after newline <!--{{taxonomy |rank={{taxonomy/{{{1|Acacia}}}|machine code=rank}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1|Acacia}}}|machine code=link text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1|Acacia}}}|machine code=link}}}}|{{lcfirst:{{taxonomy/{{{1|Acacia}}}|machine code=link}}}}|{{taxonomy/{{{1|Acacia}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed->>>|[[{{taxonomy/{{{1|Acacia}}}|machine code=link}}]]}}}} |auth={{{authority|}}} }} --> }} |0=<!--We've hit a top level taxon (e.g. "Life"). Display nothing. --> |X=<!--The page doesn't exist: We don't want to display dud templates, but otherwise will provide a link to create the missing taxonomy page. -->{{#ifeq: {{padleft:|1|{{{1}}} }} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1}}}}} {{!-}} }} }} }} }}<noinclude><!--endswitch {..cell/display}--> {{documentation}}</noinclude> |1}} 89776145c40296701ab2d943e160cfc000641dba 226 2012-12-19T13:49:06Z Ucucha 0 Protected Template:Taxobox/showtaxon: [[WP:High-risk templates|Highly visible template]] (‎[edit=sysop] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#titleparts: {{#switch:{{Taxobox/taxonomy cell/display|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }} |A=<!-- The taxon does exist, but do we want to display it? If we've been passed a "force" (due to display parents = n); or the taxon has always_display set to 1; or it's a major taxon (see list), then we'll generate a taxon row for a wikitable. -->{{ #switch: {{ #if:{{{fc|{{{force|}}} }}} |{{lc:{{{fc|{{{force}}} }}} }} |{{#ifeq:{{taxonomy/{{{1}}}|machine code=always_display}}|true |true |{{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}} }} }}<!--endif ...always_display = true--> }} <!-- "true" is passed into the switch if there's a force or always_display set true; otherwise we're branching by taxonomic rank (in lowercase) --> | true | yes | regnum | phylum | divisio | classis | ordo | familia | genus | species | virus_group | ichnoclassis | ichnoordo | ichnofamilia | ichnogenus | ichnospecies | ooclassis | oordo | oofamilia | oogenus | oospecies = <!-- Here's where the taxon row is actually produced: -->{{!}} {{ #switch: {{lc: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }}<!-- --------------------------------------------------- Get rank name --> | unranked = (unranked) | informal|informal_ =''Informal group'' | virus_group=Group | superregnum=Superkingdom | divisio|zoodivisio=Division | regnum=Kingdom | subregnum=Subkingdom | zoosectio=Section | zoosubsectio=Subsection | superclassis=Superclass | subclassis=Subclass | infraclassis=Infraclass | classis=Class | magnordo=Magnorder | superordo=Superorder | grandordo=Grandorder | ordo=Order | subordo=Suborder | infraordo=Infraorder | infraordo=Microrder | parvordo=Parvorder | superfamilia=Superfamily | familia=Family | subfamilia=Subfamily | supertribus=Supertribe | tribus=Tribe | subtribus=Subtribe | infratribus=Infratribe | sectio|subsectio|superdivisio={{ucfirst: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }}n | species_group=Species group | species_subgroup=Species subgroup | species_complex=Species complex | clade|cohort|informal group|stem group|total group |legion|superlegion|sublegion|infralegion = ''{{ucfirst:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}}}'' | cladus=''Clade'' | ichnostem-group=Ichnostem-Group | ichnosuperclassis=Ichnosuperclass | ichnoclassis=Ichnoclass | ichnosubclassis=Ichnosubclass | ichnoinfraclassis=Ichnoinfraclass | ichnodivisio=Ichnodivision | ichnosubdivisio=Ichnosubdivision | ichnoinfradivisio=Ichnoinfradivision | ichnomagnordo=Ichnomagnorder | ichnosuperordo=Ichnosuperorder | ichnograndordo=Ichnograndorder | ichnomicrordo=Ichnomicrorder | ichnoordo=Ichnoorder | ichnosubordo=Ichnosuborder | ichnoinfraordo=Ichnoinfraorder | ichnoparvordo=Ichnoparvorder | ichnosuperfamilia=Ichnosuperfamily | ichnofamilia=Ichnofamily | ichnosubfamilia=Ichnosubfamily | ooclassis=Ooclass | oosubclassis=Oosubclass | oosupercohort=Oosupercohort | oocohort=Oocohort | oomagnordo=Oomagnorder | oosuperordo=Oosuperorder | oordo=Oorder | morphotype=Morphotype | oofamilia=Oofamily | oogenus=Oogenus | oosubgenus=Oogenus | oospecies=Oospecies | oosubspecies=Oosubspecies | #default={{ucfirst: {{#titleparts:{{taxonomy/{{{1|Ursa}}}|machine code=rank}}|1}} }} }}<!--endswitch {..=rank..} -->: {{!!}} {{ #switch: {{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}}}} | genus|species|oogenus|oospecies|sectio|subgenus|subsectio|series|subseries = <i> }}{{#ifeq:{{{format|link}}}|bold |'''{{taxonomy/{{{1|Acacia}}}|machine code=link text}}''' |[[{{taxonomy/{{{1|Acacia}}}|machine code=link}}]]}}{{ #switch: {{lc:{{taxonomy/{{{1|Acacia}}}|machine code=rank}}}} | genus|species|oogenus|oospecies|sectio|subgenus|subsectio|series|subseries = </i>}}<!-- ----------------------------------------- Authority -->{{ #if:{{{authority|}}} |<br /><small>{{{authority}}}</small> }} {{!}}-<!--put row token after newline <!--{{taxonomy |rank={{taxonomy/{{{1|Acacia}}}|machine code=rank}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1|Acacia}}}|machine code=link text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1|Acacia}}}|machine code=link}}}}|{{lcfirst:{{taxonomy/{{{1|Acacia}}}|machine code=link}}}}|{{taxonomy/{{{1|Acacia}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed->>>|[[{{taxonomy/{{{1|Acacia}}}|machine code=link}}]]}}}} |auth={{{authority|}}} }} --> }} |0=<!--We've hit a top level taxon (e.g. "Life"). Display nothing. --> |X=<!--The page doesn't exist: We don't want to display dud templates, but otherwise will provide a link to create the missing taxonomy page. -->{{#ifeq: {{padleft:|1|{{{1}}} }} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1}}}}} {{!-}} }} }} }} }}<noinclude><!--endswitch {..cell/display}--> {{documentation}}</noinclude> |1}} 89776145c40296701ab2d943e160cfc000641dba 10 434 867 866 2013-05-08T17:46:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{2|}}}| ! colspan = 2 {{!}} [[Conservation status]] {{!}}- {{!}} colspan = 2 {{!}} <div style = "text-align: center">{{#if:{{{1|}}}|{{#switch:{{{1}}}<!-- ************* * IUCN2.3 * ************* --> | iucn2.3 | IUCN2.3 = {{#switch:{{{2}}} | EX | ex = [[file:Status iucn2.3 EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct species]] | }} | EW | ew = [[file:Status iucn2.3 EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct in the wild species]] | }} | CR | cr = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] | }} | EN | en = [[file:Status iucn2.3 EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List endangered species]] | }} | VU | vu = [[file:Status iucn2.3 VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List vulnerable species]] | }} | LR | lr = [[file:Status iucn2.3 blank.svg|link = |alt = ]]<br />Lower risk {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]] | }} | CD | cd | LR/CD | lr/CD | LR/cd | lr/cd = [[file:Status iucn2.3 CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List conservation dependent species]] | }} | NT | nt | LR/NT | lr/NT | LR/nt | lr/nt = [[file:Status iucn2.3 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List near threatened species]] | }} | LC | lc | LR/LC | lr/LC | LR/lc | lr/lc = [[file:Status iucn2.3 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List least concern species]] | }} | DD | dd = [[file:Status iucn2.3 blank.svg|frameless|link=|alt=]]<br />[[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List data deficient species]] | }} | NE | ne = ''Not evaluated'' | NR | nr = ''Not recognized'' | PE | pe = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | PEW | pew = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] | }} | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]] | }} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[IUCN Red List|IUCN 2.3]]}}){{{3|}}}</small></div><!-- ************* * IUCN3.1 * ************* -->| iucn | IUCN | iucn3.1 | IUCN3.1 = {{#switch:{{{2}}} | EX | ex = [[file:Status iucn3.1 EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct species]] | }} | EW | ew = [[file:Status iucn3.1 EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct in the wild species]] | }} | CR | cr = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | EN | en = [[file:Status iucn3.1 EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List endangered species]] | }} | VU | vu = [[file:Status iucn3.1 VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List vulnerable species]] |}} | NT | nt = [[file:Status iucn3.1 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List near threatened species]] | }} | LC | lc = [[file:Status iucn3.1 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List least concern species]] |}} | DD | dd = [[file:Status iucn3.1 blank.svg|frameless|link=|alt=]]<br/>[[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List data deficient species]] |}} | NE | ne = ''Not evaluated'' | NR | nr = ''Not recognized'' | PE | pe = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | PEW | pew = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]]|}} | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[IUCN Red List|IUCN 3.1]]}}){{{3|}}}</small></div><!-- ************* * EPBC * ************* -->| epbc | EPBC = {{#switch:{{{2}}} | EX | ex = [[file:Status EPBC EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act extinct biota]] |}} | EW | ew = [[file:Status EPBC EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act extinct in the wild biota]]|}} | CR | cr = [[file:Status EPBC CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act critically endangered biota]] |}} | EN | en = [[file:Status EPBC EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act endangered biota]]|}} | VU | vu = [[file:Status EPBC VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act vulnerable biota]] |}} | CD | cd = [[file:Status EPBC CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act conservation dependent biota]] |}} | DL | dl | Delisted = [[file:Status EPBC DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Environment Protection and Biodiversity Conservation Act 1999|EPBC Act]]}}){{{3|}}}</small></div><!-- ************* * TNC * ************* -->| tnc | TNC | natureserve | NatureServe = {{#switch:{{{2}}} | GX | gx = [[file:Status TNC GX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Presumed Extinct species]]|}} | GH | gh = [[file:Status TNC GH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Possibly Extinct species]]|}} | G1 | g1 = [[file:Status TNC G1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Critically Imperiled species]] |}} | G2 | g2 = [[file:Status TNC G2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Imperiled species]] |}} | G3 | g3 = [[file:Status TNC G3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Vulnerable species]] |}} | G4 | g4 = [[file:Status TNC G4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Apparently Secure species]] |}} | G5 | g5 = [[file:Status TNC G5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Secure species]]|}} | GU | gu = [[file:Status TNC blank.svg|frameless|link=|alt=]]<br />Unrankable | TX | tx = [[file:Status TNC TX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Presumed Extinct species]]|}} | TH | th = [[file:Status TNC TH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Possibly Extinct species]]|}} | T1 | t1 = [[file:Status TNC T1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Critically Imperiled species]]|}} | T2 | t2 = [[file:Status TNC T2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Imperiled species]] |}} | T3 | t3 = [[file:Status TNC T3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Vulnerable species]]|}} | T4 | t4 = [[file:Status TNC T4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Apparently Secure species]]|}} | T5 | t5 = [[file:Status TNC T5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Secure species]] |}} | TU | tu = [[file:Status TNC T blank.svg|frameless|link=|alt=]]<br />Unrankable | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[NatureServe conservation status|NatureServe]]}}){{{3|}}}</small></div><!-- ************* * ESA * ************* -->| esa | ESA = {{#switch:{{{2}}} | EX | ex = [[file:Status ESA EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | E | e | LE | le = [[file:Status ESA LE.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] | T | t | LT | lt = [[file:Status ESA LT.svg|frameless|link=|alt=]]<br />[[Threatened species|Threatened]] | DL | dl | Delisted = [[file:Status ESA DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Endangered Species Act|ESA]]}}){{{3|}}}</small></div><!-- ************* * COSEWIC * ************* -->| cosewic | COSEWIC = {{#switch:{{{2}}} | X | x = [[file:Status COSEWIC X.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | XT | xt = [[file:Status COSEWIC XT.svg|frameless|link=|alt=]]<br />Extirpated (Canada) | E | e = [[file:Status COSEWIC E.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] | T | t = [[file:Status COSEWIC T.svg|frameless|link=|alt=]]<br />[[Threatened species|Threatened]] | SC | sc = [[file:Status COSEWIC SC.svg|frameless|link=|alt=]]<br />Special Concern | NAR | nar = [[file:Status COSEWIC NAR.svg|frameless|link=|alt=]]<br />[[Least Concern|Not at risk]] | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Committee on the Status of Endangered Wildlife in Canada|COSEWIC]]}}){{{3|}}}</small></div><!-- ************* * DECF * ************* -->| decf | DECF = {{#switch:{{{2}}} | X | x = [[file:Status DECF X.svg|frameless|link=|alt=]]<br />Declared Rare&nbsp;— Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | R | r = [[file:Status DECF R.svg|frameless|link=|alt=]]<br />Declared [[Rare species|rare]] | P1 | p1 = [[file:Status DECF P1.svg|frameless|link=|alt=]]<br />Priority One&nbsp;— Poorly Known Taxa | P2 | p2 = [[file:Status DECF P2.svg|frameless|link=|alt=]]<br />Priority Two&nbsp;— Poorly Known Taxa | P3 | p3 = [[file:Status DECF P3.svg|frameless|link=|alt=]]<br />Priority Three&nbsp;— Poorly Known Taxa | P4 | p4 = [[file:Status DECF P4.svg|frameless|link=|alt=]]<br />Priority Four&nbsp;— Rare Taxa | DL | dl | Delisted = [[file:Status DECF DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Declared Rare and Priority Flora List|DEC]]}}){{{3|}}}</small></div><!-- ************* * QLDNCA * ************* -->| qldnca | QLDNCA = {{#switch:{{{2}}} | EW | ew = [[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act extinct in the wild biota]]|}} | EN | en = [[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act endangered biota]]|}} | VU | vu = [[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act vulnerable biota]]|}} | R | r = Rare {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act rare biota]]|}} | NT | nt = [[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act near threatened biota]]|}} | LC | lc = [[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act least concern biota]]|}} | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Nature Conservation Act 1992|NCA]]}}){{{3|}}}</small></div><!-- ************* * CITES * ************* -->| CITES | cites = {{#switch:{{{2}}} | CITES_A1 = [[CITES]] Appendix I | CITES_A2 = [[CITES]] Appendix II | CITES_A3 = [[CITES]] Appendix III | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[CITES]]}}){{{3|}}}</small></div><!-- ************* * NZTCS * ************* -->| nztcs | NZTCS = {{#switch:{{{2}}} | EX | ex = [[file:Status NZTCS EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | NC | nc = [[file:Status NZTCS NC.svg|frameless|link=|alt=]]<br />Nationally Critical | NE | ne = [[file:Status NZTCS NE.svg|frameless|link=|alt=]]<br />Nationally Endangered | NV | nv = [[file:Status NZTCS NV.svg|frameless|link=|alt=]]<br />Nationally Vulnerable | SD | sd = [[file:Status NZTCS SD.svg|frameless|link=|alt=]]<br />Serious Decline | GD | gd = [[file:Status NZTCS GD.svg|frameless|link=|alt=]]<br />Gradual Decline | SP | sp = [[file:Status NZTCS SP.svg|frameless|link=|alt=]]<br />Sparse | RR | rr = [[file:Status NZTCS RR.svg|frameless|link=|alt=]]<br />Range Restricted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[New Zealand Threat Classification System|NZ TCS]]}}){{{3|}}}</small></div><!-- ******************** * No status system * ******************** -->| {{#switch:{{{2}}} | EX | ex = [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | CR | cr = [[Critically endangered species|Critically Endangered]] | EN | en = [[Endangered species|Endangered]] | {{{2}}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|{{{1}}}}}){{{3|}}}</small> {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes with an unrecognised status system]]|}} }} | {{#switch:{{{2}}} | EX | ex = [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | EW | ew = [[Extinction|Extinct]]&nbsp;in&nbsp;the&nbsp;wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Species extinct in the wild]][[Category:Taxoboxes needing a status system parameter]]|}} | CR | cr = [[Critically endangered species|Critically endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | EN | en = [[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | VU | vu = [[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Vulnerable species]][[Category:Taxoboxes needing a status system parameter]]|}} | NT | nt = [[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Near Threatened species]][[Category:Taxoboxes needing a status system parameter]]|}} | LC | lc = [[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Least concern species]][[Category:Taxoboxes needing a status system parameter]]|}} | SE | se | SECURE | Secure | secure = Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | DD | dd = [[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | DOM | dom | DOMESTICATED | Domesticated | domesticated = Domesticated {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Domesticated animals]]|}} | PE | pe = [[file:Status_none_PE.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | PEW | pew = [[file:Status_none_PEW.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A1 = [[CITES]] Appendix I {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A2 = [[CITES]] Appendix II {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A3 = [[CITES]] Appendix III {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | FOSSIL | Fossil | fossil = Fossil | PRE | Pre | pre = Prehistoric {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} | text | Text | TEXT = ''See text'' | LR/CD | lr/CD | LR/cd | lr/cd = [[file:Status iucn2.3 CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | LR/NT | lr/NT | LR/nt | lr/nt = [[file:Status iucn2.3 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Near Threatened species]][[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | LR/LC | lr/LC | LR/lc | lr/lc = [[file:Status iucn2.3 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Least Concern species]][[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GX | gx = [[file:Status TNC GX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GH | gh = [[file:Status TNC GH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G1 | g1 = [[file:Status TNC G1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G2 | g2 = [[file:Status TNC G2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G3 | g3 = [[file:Status TNC G3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G4 | g4 = [[file:Status TNC G4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G5 | g5 = [[file:Status TNC G5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GU | gu = [[file:Status TNC blank.svg|frameless|link=|alt=]]<br />Unrankable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | TX | tx = [[file:Status TNC TX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }}<!--This case is subject to deletion once status systems are added--> | TH | th = [[file:Status TNC TH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T1 | t1 = [[file:Status TNC T1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T2 | t2 = [[file:Status TNC T2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T3 | t3 = [[file:Status TNC T3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T4 | t4 = [[file:Status TNC T4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T5 | t5 = [[file:Status TNC T5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | TU | tu = [[file:Status TNC T blank.svg|frameless|link=|alt=]]<br />Unrankable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | R | r = [[file:Status DECF R.svg|frameless|link=|alt=]]<br />Declared [[Rare species|rare]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P1 | p1 = [[file:Status DECF P1.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority One]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P2 | p2 = [[file:Status DECF P2.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Two]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P3 | p3 = [[file:Status DECF P3.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Three]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P4 | p4 = [[file:Status DECF P4.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Four]]&nbsp;— Rare Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | {{{2}}} }}<small>{{{3|}}}</small></div> }} }}<noinclude>{{documentation}}</noinclude> 4d126fb346d1bff02eb839040b60b09693bfb125 866 2012-08-16T12:21:13Z Eleassar 0 Category:List Concern species > Category:Least concern species; per CFD at [[Wikipedia:Categories for discussion/Log/2011 May 18]]. wikitext text/x-wiki {{#if:{{{2|}}}| ! colspan = 2 {{!}} [[Conservation status]] {{!}}- {{!}} colspan = 2 {{!}} <div style = "text-align: center">{{#if:{{{1|}}}|{{#switch:{{{1}}}<!-- ************* * IUCN2.3 * ************* --> | iucn2.3 | IUCN2.3 = {{#switch:{{{2}}} | EX | ex = [[file:Status iucn2.3 EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct species]] | }} | EW | ew = [[file:Status iucn2.3 EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct in the wild species]] | }} | CR | cr = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] | }} | EN | en = [[file:Status iucn2.3 EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List endangered species]] | }} | VU | vu = [[file:Status iucn2.3 VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List vulnerable species]] | }} | LR | lr = [[file:Status iucn2.3 blank.svg|link = |alt = ]]<br />Lower risk {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]] | }} | CD | cd | LR/CD | lr/CD | LR/cd | lr/cd = [[file:Status iucn2.3 CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List conservation dependent species]] | }} | NT | nt | LR/NT | lr/NT | LR/nt | lr/nt = [[file:Status iucn2.3 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List near threatened species]] | }} | LC | lc | LR/LC | lr/LC | LR/lc | lr/lc = [[file:Status iucn2.3 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List least concern species]] | }} | DD | dd = [[file:Status iucn2.3 blank.svg|frameless|link=|alt=]]<br />[[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List data deficient species]] | }} | NE | ne = ''Not evaluated'' | NR | nr = ''Not recognized'' | PE | pe = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | PEW | pew = [[file:Status iucn2.3 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] | }} | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]] | }} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[IUCN Red List|IUCN 2.3]]}}){{{3|}}}</small></div><!-- ************* * IUCN3.1 * ************* -->| iucn | IUCN | iucn3.1 | IUCN3.1 = {{#switch:{{{2}}} | EX | ex = [[file:Status iucn3.1 EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct species]] | }} | EW | ew = [[file:Status iucn3.1 EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List extinct in the wild species]] | }} | CR | cr = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | EN | en = [[file:Status iucn3.1 EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List endangered species]] | }} | VU | vu = [[file:Status iucn3.1 VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List vulnerable species]] |}} | NT | nt = [[file:Status iucn3.1 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List near threatened species]] | }} | LC | lc = [[file:Status iucn3.1 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List least concern species]] |}} | DD | dd = [[file:Status iucn3.1 blank.svg|frameless|link=|alt=]]<br/>[[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List data deficient species]] |}} | NE | ne = ''Not evaluated'' | NR | nr = ''Not recognized'' | PE | pe = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]] |}} | PEW | pew = [[file:Status iucn3.1 CR.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:IUCN Red List critically endangered species]]|}} | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[IUCN Red List|IUCN 3.1]]}}){{{3|}}}</small></div><!-- ************* * EPBC * ************* -->| epbc | EPBC = {{#switch:{{{2}}} | EX | ex = [[file:Status EPBC EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act extinct biota]] |}} | EW | ew = [[file:Status EPBC EW.svg|frameless|link=|alt=]]<br />[[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act extinct in the wild biota]]|}} | CR | cr = [[file:Status EPBC CR.svg|frameless|link=|alt=]]<br />[[Critically endangered species|Critically endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act critically endangered biota]] |}} | EN | en = [[file:Status EPBC EN.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act endangered biota]]|}} | VU | vu = [[file:Status EPBC VU.svg|frameless|link=|alt=]]<br />[[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act vulnerable biota]] |}} | CD | cd = [[file:Status EPBC CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:EPBC Act conservation dependent biota]] |}} | DL | dl | Delisted = [[file:Status EPBC DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Environment Protection and Biodiversity Conservation Act 1999|EPBC Act]]}}){{{3|}}}</small></div><!-- ************* * TNC * ************* -->| tnc | TNC | natureserve | NatureServe = {{#switch:{{{2}}} | GX | gx = [[file:Status TNC GX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Presumed Extinct species]]|}} | GH | gh = [[file:Status TNC GH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Possibly Extinct species]]|}} | G1 | g1 = [[file:Status TNC G1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Critically Imperiled species]] |}} | G2 | g2 = [[file:Status TNC G2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Imperiled species]] |}} | G3 | g3 = [[file:Status TNC G3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Vulnerable species]] |}} | G4 | g4 = [[file:Status TNC G4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Apparently Secure species]] |}} | G5 | g5 = [[file:Status TNC G5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Secure species]]|}} | GU | gu = [[file:Status TNC blank.svg|frameless|link=|alt=]]<br />Unrankable | TX | tx = [[file:Status TNC TX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Presumed Extinct species]]|}} | TH | th = [[file:Status TNC TH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Possibly Extinct species]]|}} | T1 | t1 = [[file:Status TNC T1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Critically Imperiled species]]|}} | T2 | t2 = [[file:Status TNC T2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Imperiled species]] |}} | T3 | t3 = [[file:Status TNC T3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Vulnerable species]]|}} | T4 | t4 = [[file:Status TNC T4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Apparently Secure species]]|}} | T5 | t5 = [[file:Status TNC T5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:NatureServe Secure species]] |}} | TU | tu = [[file:Status TNC T blank.svg|frameless|link=|alt=]]<br />Unrankable | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[NatureServe conservation status|NatureServe]]}}){{{3|}}}</small></div><!-- ************* * ESA * ************* -->| esa | ESA = {{#switch:{{{2}}} | EX | ex = [[file:Status ESA EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | E | e | LE | le = [[file:Status ESA LE.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] | T | t | LT | lt = [[file:Status ESA LT.svg|frameless|link=|alt=]]<br />[[Threatened species|Threatened]] | DL | dl | Delisted = [[file:Status ESA DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Endangered Species Act|ESA]]}}){{{3|}}}</small></div><!-- ************* * COSEWIC * ************* -->| cosewic | COSEWIC = {{#switch:{{{2}}} | X | x = [[file:Status COSEWIC X.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | XT | xt = [[file:Status COSEWIC XT.svg|frameless|link=|alt=]]<br />Extirpated (Canada) | E | e = [[file:Status COSEWIC E.svg|frameless|link=|alt=]]<br />[[Endangered species|Endangered]] | T | t = [[file:Status COSEWIC T.svg|frameless|link=|alt=]]<br />[[Threatened species|Threatened]] | SC | sc = [[file:Status COSEWIC SC.svg|frameless|link=|alt=]]<br />Special Concern | NAR | nar = [[file:Status COSEWIC NAR.svg|frameless|link=|alt=]]<br />[[Least Concern|Not at risk]] | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Committee on the Status of Endangered Wildlife in Canada|COSEWIC]]}}){{{3|}}}</small></div><!-- ************* * DECF * ************* -->| decf | DECF = {{#switch:{{{2}}} | X | x = [[file:Status DECF X.svg|frameless|link=|alt=]]<br />Declared Rare&nbsp;— Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | R | r = [[file:Status DECF R.svg|frameless|link=|alt=]]<br />Declared [[Rare species|rare]] | P1 | p1 = [[file:Status DECF P1.svg|frameless|link=|alt=]]<br />Priority One&nbsp;— Poorly Known Taxa | P2 | p2 = [[file:Status DECF P2.svg|frameless|link=|alt=]]<br />Priority Two&nbsp;— Poorly Known Taxa | P3 | p3 = [[file:Status DECF P3.svg|frameless|link=|alt=]]<br />Priority Three&nbsp;— Poorly Known Taxa | P4 | p4 = [[file:Status DECF P4.svg|frameless|link=|alt=]]<br />Priority Four&nbsp;— Rare Taxa | DL | dl | Delisted = [[file:Status DECF DL.svg|frameless|link=|alt=]]<br />Delisted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Declared Rare and Priority Flora List|DEC]]}}){{{3|}}}</small></div><!-- ************* * QLDNCA * ************* -->| qldnca | QLDNCA = {{#switch:{{{2}}} | EW | ew = [[Extinct in the Wild]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act extinct in the wild biota]]|}} | EN | en = [[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act endangered biota]]|}} | VU | vu = [[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act vulnerable biota]]|}} | R | r = Rare {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act rare biota]]|}} | NT | nt = [[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act near threatened biota]]|}} | LC | lc = [[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Nature Conservation Act least concern biota]]|}} | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[Nature Conservation Act 1992|NCA]]}}){{{3|}}}</small></div><!-- ************* * CITES * ************* -->| CITES | cites = {{#switch:{{{2}}} | CITES_A1 = [[CITES]] Appendix I | CITES_A2 = [[CITES]] Appendix II | CITES_A3 = [[CITES]] Appendix III | '''''Invalid status''''' {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[CITES]]}}){{{3|}}}</small></div><!-- ************* * NZTCS * ************* -->| nztcs | NZTCS = {{#switch:{{{2}}} | EX | ex = [[file:Status NZTCS EX.svg|frameless|link=|alt=]]<br />[[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | NC | nc = [[file:Status NZTCS NC.svg|frameless|link=|alt=]]<br />Nationally Critical | NE | ne = [[file:Status NZTCS NE.svg|frameless|link=|alt=]]<br />Nationally Endangered | NV | nv = [[file:Status NZTCS NV.svg|frameless|link=|alt=]]<br />Nationally Vulnerable | SD | sd = [[file:Status NZTCS SD.svg|frameless|link=|alt=]]<br />Serious Decline | GD | gd = [[file:Status NZTCS GD.svg|frameless|link=|alt=]]<br />Gradual Decline | SP | sp = [[file:Status NZTCS SP.svg|frameless|link=|alt=]]<br />Sparse | RR | rr = [[file:Status NZTCS RR.svg|frameless|link=|alt=]]<br />Range Restricted | '''''Invalid status'''''[[Category:Invalid conservation status]] }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|[[New Zealand Threat Classification System|NZ TCS]]}}){{{3|}}}</small></div><!-- ******************** * No status system * ******************** -->| {{#switch:{{{2}}} | EX | ex = [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | CR | cr = [[Critically endangered species|Critically Endangered]] | EN | en = [[Endangered species|Endangered]] | {{{2}}} }}<small>&nbsp;({{#if:{{{status_text|}}}|[[{{{status_text|#Conservation status}}}|See text]]|{{{1}}}}}){{{3|}}}</small> {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes with an unrecognised status system]]|}} }} | {{#switch:{{{2}}} | EX | ex = [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} | EW | ew = [[Extinction|Extinct]]&nbsp;in&nbsp;the&nbsp;wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Species extinct in the wild]][[Category:Taxoboxes needing a status system parameter]]|}} | CR | cr = [[Critically endangered species|Critically endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | EN | en = [[Endangered species|Endangered]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | VU | vu = [[Vulnerable species|Vulnerable]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Vulnerable species]][[Category:Taxoboxes needing a status system parameter]]|}} | NT | nt = [[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Near Threatened species]][[Category:Taxoboxes needing a status system parameter]]|}} | LC | lc = [[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Least concern species]][[Category:Taxoboxes needing a status system parameter]]|}} | SE | se | SECURE | Secure | secure = Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | DD | dd = [[Data Deficient]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | DOM | dom | DOMESTICATED | Domesticated | domesticated = Domesticated {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Domesticated animals]]|}} | PE | pe = [[file:Status_none_PE.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | PEW | pew = [[file:Status_none_PEW.svg|frameless|link=|alt=]]<br />[[Critically endangered]], possibly extinct in the wild {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Critically endangered species]][[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A1 = [[CITES]] Appendix I {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A2 = [[CITES]] Appendix II {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | CITES_A3 = [[CITES]] Appendix III {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} | FOSSIL | Fossil | fossil = Fossil | PRE | Pre | pre = Prehistoric {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Invalid conservation status]]|}} | text | Text | TEXT = ''See text'' | LR/CD | lr/CD | LR/cd | lr/cd = [[file:Status iucn2.3 CD.svg|frameless|link=|alt=]]<br />[[Conservation Dependent]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | LR/NT | lr/NT | LR/nt | lr/nt = [[file:Status iucn2.3 NT.svg|frameless|link=|alt=]]<br />[[Near Threatened]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Near Threatened species]][[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | LR/LC | lr/LC | LR/lc | lr/lc = [[file:Status iucn2.3 LC.svg|frameless|link=|alt=]]<br />[[Least Concern]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Least Concern species]][[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GX | gx = [[file:Status TNC GX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }} {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GH | gh = [[file:Status TNC GH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G1 | g1 = [[file:Status TNC G1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G2 | g2 = [[file:Status TNC G2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G3 | g3 = [[file:Status TNC G3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G4 | g4 = [[file:Status TNC G4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | G5 | g5 = [[file:Status TNC G5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | GU | gu = [[file:Status TNC blank.svg|frameless|link=|alt=]]<br />Unrankable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | TX | tx = [[file:Status TNC TX.svg|frameless|link=|alt=]]<br />Presumed [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}} {{#if:{{{extinct|}}}|&nbsp;({{{extinct}}}) }}<!--This case is subject to deletion once status systems are added--> | TH | th = [[file:Status TNC TH.svg|frameless|link=|alt=]]<br />Possibly [[Extinction|Extinct]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T1 | t1 = [[file:Status TNC T1.svg|frameless|link=|alt=]]<br />Critically Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T2 | t2 = [[file:Status TNC T2.svg|frameless|link=|alt=]]<br />Imperiled {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T3 | t3 = [[file:Status TNC T3.svg|frameless|link=|alt=]]<br />Vulnerable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T4 | t4 = [[file:Status TNC T4.svg|frameless|link=|alt=]]<br />Apparently Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | T5 | t5 = [[file:Status TNC T5.svg|frameless|link=|alt=]]<br />Secure {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | TU | tu = [[file:Status TNC T blank.svg|frameless|link=|alt=]]<br />Unrankable {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | R | r = [[file:Status DECF R.svg|frameless|link=|alt=]]<br />Declared [[Rare species|rare]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P1 | p1 = [[file:Status DECF P1.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority One]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P2 | p2 = [[file:Status DECF P2.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Two]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P3 | p3 = [[file:Status DECF P3.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Three]]&nbsp;— Poorly Known Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | P4 | p4 = [[file:Status DECF P4.svg|frameless|link=|alt=]]<br />[[Conservation Codes for Western Australian Flora|Priority Four]]&nbsp;— Rare Taxa {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Taxoboxes needing a status system parameter]]|}}<!--This case is subject to deletion once status systems are added--> | {{{2}}} }}<small>{{{3|}}}</small></div> }} }}<noinclude>{{documentation}}</noinclude> 4d126fb346d1bff02eb839040b60b09693bfb125 10 115 229 228 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{1|}}}|{{{1}}} |{{#if:{{{2|}}}|{{{2}}} |{{#ifeq:{{Taxonomy/{{PAGENAME}} }}|[[:Template:Taxonomy/{{PAGENAME}}]] <!-- i.e. page doesn't exist; less expensive than #ifexist (?) --> |{{PAGENAMEBASE}}<!-- strips any bracketed (genus) etc qualifiers --> |{{PAGENAME}} }} }} }}<noinclude>{{documentation}}</noinclude> d94b5322b0c40b86285fe1b87654a2df88d2856a 228 2012-04-23T10:36:35Z AGK 0 Protected Template:Taxobox/taxon: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#if:{{{1|}}}|{{{1}}} |{{#if:{{{2|}}}|{{{2}}} |{{#ifeq:{{Taxonomy/{{PAGENAME}} }}|[[:Template:Taxonomy/{{PAGENAME}}]] <!-- i.e. page doesn't exist; less expensive than #ifexist (?) --> |{{PAGENAMEBASE}}<!-- strips any bracketed (genus) etc qualifiers --> |{{PAGENAME}} }} }} }}<noinclude>{{documentation}}</noinclude> d94b5322b0c40b86285fe1b87654a2df88d2856a 10 116 231 230 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -====================================================================== - Template:Taxobox/taxonomy: Show rows of taxon names for an infobox -====================================================================== -- --></noinclude>{{ #ifeq:<!--left brace: -->{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} |<!--then more would exceed top of tree; don't try higher name rows --> |<!--else show higher names-->{{taxobox/taxonomy/ex1 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |2={{{2|1}}} }}<!--endtaxobox/taxonomy/ex1 --> }}<!--endifeq-else error--><!-- Now that we've handled any "higher" taxonomy that this template cannot display, show 10 taxon name rows for bottom of the list. ----------------------------------------- Show rows of name levels --> {{taxobox/showtaxon|LEVEL=10 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>8|true|}} }} {{taxobox/showtaxon|LEVEL=9 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>7|true|}} }} {{taxobox/showtaxon|LEVEL=8 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>6|true|}} }} {{taxobox/showtaxon|LEVEL=7 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>5|true|}} }} {{taxobox/showtaxon|LEVEL=6 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>4|true|}} }} {{taxobox/showtaxon|LEVEL=5 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgreatgrandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>3|true|}}}}<!-- Code to force display of great-grandparent when infrataxon is below.--> {{taxobox/showtaxon|LEVEL=4 |{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgrandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>2|true|{{#if:{{infrataxon()|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }}|{{infrataxon()|{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}} }} }} }} }}<!-- Code to force display of grandparent when infrataxon or parvtaxon is below.--> {{taxobox/showtaxon|LEVEL=3 |{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>1|true|{{infrataxon()|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }} }} }}<!-- Parent taxon--> {{taxobox/showtaxon|LEVEL=2 |{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|authority={{{parent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>0|true}}}}<!-- ----------------------------------------- Show row of last taxon --> {{taxobox/showtaxon|LEVEL=1 |{{ucfirst:{{{1|Acacia}}}}}|authority={{{authority|}}}|fc=true|format={{{bold first|bold}}} }}<noinclude> {{clear}} {{documentation}} </noinclude> 053028ddc2abe2e698c8d7db27ec5f06981f573a 230 2012-11-02T22:57:21Z Ganeshk 0 per talk page request (update for expansion depth) wikitext text/x-wiki <noinclude><!-- -====================================================================== - Template:Taxobox/taxonomy: Show rows of taxon names for an infobox -====================================================================== -- --></noinclude>{{ #ifeq:<!--left brace: -->{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} |<!--then more would exceed top of tree; don't try higher name rows --> |<!--else show higher names-->{{taxobox/taxonomy/ex1 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |2={{{2|1}}} }}<!--endtaxobox/taxonomy/ex1 --> }}<!--endifeq-else error--><!-- Now that we've handled any "higher" taxonomy that this template cannot display, show 10 taxon name rows for bottom of the list. ----------------------------------------- Show rows of name levels --> {{taxobox/showtaxon|LEVEL=10 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>8|true|}} }} {{taxobox/showtaxon|LEVEL=9 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>7|true|}} }} {{taxobox/showtaxon|LEVEL=8 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>6|true|}} }} {{taxobox/showtaxon|LEVEL=7 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>5|true|}} }} {{taxobox/showtaxon|LEVEL=6 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|fc={{#ifexpr:{{{2|1}}}>4|true|}} }} {{taxobox/showtaxon|LEVEL=5 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgreatgrandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>3|true|}}}}<!-- Code to force display of great-grandparent when infrataxon is below.--> {{taxobox/showtaxon|LEVEL=4 |{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgrandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>2|true|{{#if:{{infrataxon()|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }}|{{infrataxon()|{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}} }} }} }} }}<!-- Code to force display of grandparent when infrataxon or parvtaxon is below.--> {{taxobox/showtaxon|LEVEL=3 |{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>1|true|{{infrataxon()|{{taxonomy/{{{1|Acacia}}}|machine code=parent}} }} }} }}<!-- Parent taxon--> {{taxobox/showtaxon|LEVEL=2 |{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|authority={{{parent_authority|}}}|fc={{#ifexpr:{{{2|1}}}>0|true}}}}<!-- ----------------------------------------- Show row of last taxon --> {{taxobox/showtaxon|LEVEL=1 |{{ucfirst:{{{1|Acacia}}}}}|authority={{{authority|}}}|fc=true|format={{{bold first|bold}}} }}<noinclude> {{clear}} {{documentation}} </noinclude> 053028ddc2abe2e698c8d7db27ec5f06981f573a 10 117 233 232 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -======================================================================= - Template:Taxobox/taxonomy/ex1: Show upper row set #1 of infobox taxons -======================================================================= -- --></noinclude>{{ #ifeq:<!--left brace: -->{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} |<!--then more would exceed top of tree; don't try higher name rows--> |<!--else show higher names-->{{taxobox/taxonomy/ex2 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |2={{{2|1}}} }}<!--endtaxobox/taxonomy/ex2 --> }}<!--endifeq-else "{" error --><!-- The above uses {taxobox/taxonomy/ex2} to show even higher taxon rows. The below creates the next 10 levels of lower taxonomy, after the above levels (if any), on the request of the calling template. ------------------------------------------ Show rows of name levels --> {{taxobox/showtaxon |LEVEL=10 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>18|true|}} }} {{taxobox/showtaxon |LEVEL=9 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>17|true|}} }} {{taxobox/showtaxon |LEVEL=8 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>16|true|}} }} {{taxobox/showtaxon |LEVEL=7 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>15|true|}} }} {{taxobox/showtaxon |LEVEL=6 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>14|true|}} }} {{taxobox/showtaxon |LEVEL=5 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>13|true|}} }} {{taxobox/showtaxon |LEVEL=4 |{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}}|fc={{#ifexpr:{{{2|1}}}>12|true|}} }} {{taxobox/showtaxon |LEVEL=3 |{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparentauthority|}}}|fc={{#ifexpr:{{{2|1}}}>11|true|}} }}<!-- ---------------------------- Parent taxon--> {{taxobox/showtaxon |LEVEL=2 |{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|authority={{{parentauthority|}}}|fc={{#ifexpr:{{{2|1}}}>10|true}} }}<!-- ------------------------------------------- Show row of last taxon --> {{taxobox/showtaxon |LEVEL=1 |{{ucfirst:{{{1|Acacia}}}}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>9|true}} }}<noinclude> {{documentation}} </noinclude> fc454d69a44eec1596892fb45162cca05aa53721 232 2012-10-27T14:27:32Z Wikid77 0 uses faster [[Template:Taxobox/showtaxon]], not {taxobox/taxonomy_cell}; put short "fc=" was "force=". wikitext text/x-wiki <noinclude><!-- -======================================================================= - Template:Taxobox/taxonomy/ex1: Show upper row set #1 of infobox taxons -======================================================================= -- --></noinclude>{{ #ifeq:<!--left brace: -->{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} |<!--then more would exceed top of tree; don't try higher name rows--> |<!--else show higher names-->{{taxobox/taxonomy/ex2 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |2={{{2|1}}} }}<!--endtaxobox/taxonomy/ex2 --> }}<!--endifeq-else "{" error --><!-- The above uses {taxobox/taxonomy/ex2} to show even higher taxon rows. The below creates the next 10 levels of lower taxonomy, after the above levels (if any), on the request of the calling template. ------------------------------------------ Show rows of name levels --> {{taxobox/showtaxon |LEVEL=10 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} |authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>18|true|}} }} {{taxobox/showtaxon |LEVEL=9 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>17|true|}} }} {{taxobox/showtaxon |LEVEL=8 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>16|true|}} }} {{taxobox/showtaxon |LEVEL=7 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>15|true|}} }} {{taxobox/showtaxon |LEVEL=6 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>14|true|}} }} {{taxobox/showtaxon |LEVEL=5 |{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>13|true|}} }} {{taxobox/showtaxon |LEVEL=4 |{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{authority|}}}|fc={{#ifexpr:{{{2|1}}}>12|true|}} }} {{taxobox/showtaxon |LEVEL=3 |{{taxonomy/{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparentauthority|}}}|fc={{#ifexpr:{{{2|1}}}>11|true|}} }}<!-- ---------------------------- Parent taxon--> {{taxobox/showtaxon |LEVEL=2 |{{taxonomy/{{{1|Acacia}}}|machine code=parent}}|authority={{{parentauthority|}}}|fc={{#ifexpr:{{{2|1}}}>10|true}} }}<!-- ------------------------------------------- Show row of last taxon --> {{taxobox/showtaxon |LEVEL=1 |{{ucfirst:{{{1|Acacia}}}}}|authority={{{authority|}}} |fc={{#ifexpr:{{{2|1}}}>9|true}} }}<noinclude> {{documentation}} </noinclude> fc454d69a44eec1596892fb45162cca05aa53721 10 118 235 234 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki <!-- We are passed the *parent* of the taxon in question, as a string "{{{1}}}". If the taxon in question doesn't have a taxonomy/ page, {{{1}}} will be "[[:Template:Taxonomy/taxon-in-question]]". (Return X) Otherwise, it should be an English string (so start with a letter). (Return A) If we've hit a top level taxon (e.g. "Life"), the string will begin with a non-letter character (e.g. {). (Return 0) -->{{#ifeq:{{ucfirst:{{{1}}} }}|{{lcfirst:{{{1}}} }}|{{#ifeq:{{padleft:|1|{{{1|}}}}}<!--this'll return the first char of the string-->|[|X|0}}|<!-- If ucfirst != lcfirst, the string must start with a letter. Return A. -->A}} <noinclude>{{documentation}}</noinclude> ee852e65c399933d8f3efee4f41ed25f2e0e02e7 234 2011-06-20T15:12:54Z Closedmouth 0 Protected Template:Taxobox/taxonomy cell/display: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <!-- We are passed the *parent* of the taxon in question, as a string "{{{1}}}". If the taxon in question doesn't have a taxonomy/ page, {{{1}}} will be "[[:Template:Taxonomy/taxon-in-question]]". (Return X) Otherwise, it should be an English string (so start with a letter). (Return A) If we've hit a top level taxon (e.g. "Life"), the string will begin with a non-letter character (e.g. {). (Return 0) -->{{#ifeq:{{ucfirst:{{{1}}} }}|{{lcfirst:{{{1}}} }}|{{#ifeq:{{padleft:|1|{{{1|}}}}}<!--this'll return the first char of the string-->|[|X|0}}|<!-- If ucfirst != lcfirst, the string must start with a letter. Return A. -->A}} <noinclude>{{documentation}}</noinclude> ee852e65c399933d8f3efee4f41ed25f2e0e02e7 10 256 511 510 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }}|<!-- then the taxon in question is off the top of the tree; don't extend list. Else: -->|{{taxobox/taxonomy/1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} }}<!-- Now that we've taken care of the "higher" taxonomy that this template can't render, print the bottom of the list. --> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>10|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>9|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>8|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>7|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>6|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>5|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>4|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgreatgrandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>3|true|}}}}<!-- Code to force display of great-grandparent when infrataxon is below.--> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgrandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>2|true|{{#if:{{infrataxon()|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}} }}|{{infrataxon()|{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}} }} }} }} }}<!-- Code to force display of grandparent when infrataxon or parvtaxon is below.--> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>1|true|{{infrataxon()|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}} }} }} }}<!-- Parent taxon--> {{taxobox/virus taxonomy cell|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|authority={{{parent_authority|}}}|force={{#ifexpr:{{{2|1}}}>0|true}}}}<!-- Starting taxon --> {{taxobox/virus taxonomy cell|{{ucfirst:{{{1|Flaviviridae}}}}}|authority={{{authority|}}}|force=true|format={{{bold first|bold}}} }}<noinclude> {{documentation}}</noinclude> 1e25b8ceba266fc6454e187f9d3f6fb792362fb9 510 2012-11-07T16:47:33Z Wikid77 0 relinked doc-text wikitext text/x-wiki {{#ifeq:{|{{padleft:|1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }}|<!-- then the taxon in question is off the top of the tree; don't extend list. Else: -->|{{taxobox/taxonomy/1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} }}<!-- Now that we've taken care of the "higher" taxonomy that this template can't render, print the bottom of the list. --> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>10|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>9|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>8|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>7|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>6|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>5|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|force={{#ifexpr:{{{2|1}}}>4|true|}} }} {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgreatgrandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>3|true|}}}}<!-- Code to force display of great-grandparent when infrataxon is below.--> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|authority={{{greatgrandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>2|true|{{#if:{{infrataxon()|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}} }}|{{infrataxon()|{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}} }} }} }} }}<!-- Code to force display of grandparent when infrataxon or parvtaxon is below.--> {{taxobox/virus taxonomy cell|{{taxonomy/{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|machine code=parent}}|authority={{{grandparent_authority|}}}|force={{#ifexpr:{{{2|1}}}>1|true|{{infrataxon()|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}} }} }} }}<!-- Parent taxon--> {{taxobox/virus taxonomy cell|{{taxonomy/{{{1|Flaviviridae}}}|machine code=parent}}|authority={{{parent_authority|}}}|force={{#ifexpr:{{{2|1}}}>0|true}}}}<!-- Starting taxon --> {{taxobox/virus taxonomy cell|{{ucfirst:{{{1|Flaviviridae}}}}}|authority={{{authority|}}}|force=true|format={{{bold first|bold}}} }}<noinclude> {{documentation}}</noinclude> 1e25b8ceba266fc6454e187f9d3f6fb792362fb9 10 257 513 512 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#switch:{{Taxobox/taxonomy cell/display|{{taxonomy/{{{1}}}|machine code=parent}} }} |0=<!--We've hit a top level taxon (e.g. "Life"). Display nothing. --> |X=<!--The page doesn't exist: we don't want to display dud templates, but otherwise will provide a link to create the missing taxonomy page. -->{{#ifeq: {{padleft:|1|{{{1}}} }} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1}}}}} {{!-}} }} }} }} |A=<!-- The taxon does exist, but do we want to display it? If we've been passed a "force" (due to display parents = n); or the taxon has always_display set to 1; or it's a major taxon (see list), then we'll generate a taxonomy cell. -->{{#switch:{{lc:{{ #if:{{{force|}}}|{{lc:{{{force}}}}}|{{ #ifeq:{{taxonomy/{{{1}}}|machine code=always_display}}|true|true|{{taxonomy/{{{1}}}|machine code=rank}} }} }} }} <!-- "true" is passed into the switch if there's a force or always_display in force; otherwise we're switching the taxonomic rank (in lowercase) --> | true | yes | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species | ichnoclassis | ichnoordo | ichnofamilia | ichnogenus | ichnospecies | ooclassis | oordo | oofamilia | oogenus | oospecies =<!-- Here's where the cell is actually produced, by Template:taxonomy: -->{{virus taxonomy |rank={{taxonomy/{{{1}}}|machine code=rank}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1}}}|machine code=link text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=link}}}}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=link}}}}|{{taxonomy/{{{1}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed-->|[[{{taxonomy/{{{1}}}|machine code=link}}]]}}}} |auth={{{authority|}}} }} }} }}</includeonly><noinclude>{{documentation}}</noinclude> 708eacc0055dc4a0ee624da50ed31ff21e48346d 512 2011-03-12T20:24:42Z Bob the Wikipedian 0 from [[Template:Taxobox/taxonomy cell]] wikitext text/x-wiki <includeonly>{{#switch:{{Taxobox/taxonomy cell/display|{{taxonomy/{{{1}}}|machine code=parent}} }} |0=<!--We've hit a top level taxon (e.g. "Life"). Display nothing. --> |X=<!--The page doesn't exist: we don't want to display dud templates, but otherwise will provide a link to create the missing taxonomy page. -->{{#ifeq: {{padleft:|1|{{{1}}} }} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1}}}}} {{!-}} }} }} }} |A=<!-- The taxon does exist, but do we want to display it? If we've been passed a "force" (due to display parents = n); or the taxon has always_display set to 1; or it's a major taxon (see list), then we'll generate a taxonomy cell. -->{{#switch:{{lc:{{ #if:{{{force|}}}|{{lc:{{{force}}}}}|{{ #ifeq:{{taxonomy/{{{1}}}|machine code=always_display}}|true|true|{{taxonomy/{{{1}}}|machine code=rank}} }} }} }} <!-- "true" is passed into the switch if there's a force or always_display in force; otherwise we're switching the taxonomic rank (in lowercase) --> | true | yes | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species | ichnoclassis | ichnoordo | ichnofamilia | ichnogenus | ichnospecies | ooclassis | oordo | oofamilia | oogenus | oospecies =<!-- Here's where the cell is actually produced, by Template:taxonomy: -->{{virus taxonomy |rank={{taxonomy/{{{1}}}|machine code=rank}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1}}}|machine code=link text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=link}}}}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=link}}}}|{{taxonomy/{{{1}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed-->|[[{{taxonomy/{{{1}}}|machine code=link}}]]}}}} |auth={{{authority|}}} }} }} }}</includeonly><noinclude>{{documentation}}</noinclude> 708eacc0055dc4a0ee624da50ed31ff21e48346d 10 303 605 604 2013-05-08T17:45:00Z Acwebadmin 1 1 revision wikitext text/x-wiki <small>{{{authority}}}</small><noinclude> [[Category:Taxobox templates]] [[is:Snið:Taxobox authority new]] </noinclude> aae9710b134aed70a5a3c9a90adf88abf7d55af2 604 2011-12-14T15:47:20Z Snaevar-bot 0 r2.7.2) (Robot: Adding [[is:Snið:Taxobox authority new]] wikitext text/x-wiki <small>{{{authority}}}</small><noinclude> [[Category:Taxobox templates]] [[is:Snið:Taxobox authority new]] </noinclude> aae9710b134aed70a5a3c9a90adf88abf7d55af2 10 258 515 514 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Taxobox colour]] 2bb0b291fe7c132406aaf41cac4a3fe1936926de 514 2008-03-06T12:08:15Z Smith609 0 [[WP:Automatic edit summaries|←]]Redirected page to [[Template:Taxobox colour]] wikitext text/x-wiki #REDIRECT [[Template:Taxobox colour]] 2bb0b291fe7c132406aaf41cac4a3fe1936926de 10 119 237 236 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#switch:{{lc:{{{1|{{get regnum()|{{{taxon}}} }} }}} }}<!-- Either pass a regnum (using 1=) or a taxon (using taxon=) whose regnum will be established automatically. --> |[[animal]]ia|[[animalia]]|[[animal|animalia]]|animalia|animal = rgb(211,211,164) |[[archaeplastida]]|[[plant]]ae|[[plantae]]|[[plant|plantae]]|[[viridiplantae]]|plantae|plant = rgb(144,238,144) |[[fungus|fungi]]|[[fungi]]|fungi = rgb(173,216,230) |[[chromalveolata]]|[[chromalveolate|chromalveolata]]|chromalveolata = rgb(173,238,63) |[[opisthokonta]]|[[choanozoa]]|choanozoa = rgb(224, 208, 176) <!--#e0d0b0 / khaki--> |[[rhizaria]]|rhizaria = rgb(225,204,252) |[[excavata]]|[[excavates]]|[[excavate|excavata]]|[[excavates|excavata]]|[[protista]]|[[protist]]a = rgb(240,230,140) |[[amoebozoa]] = rgb(255,200,160) |[[bacteria]]|[[bacterium|bacteria]]|[[firmicutes]]|firmicutes = rgb(211,211,211) |[[nanoarchaeota]]|[[archaea]]|[[euryarchaeota]]|[[crenarchaeota]]|[[thaumarchaeota]]|[[korarchaeota]]|[[nanarchaeota]]|nanoarchaeota|archaea|korarchaeota|nanarchaeota|thaumarchaeota|crenarchaeota|euryarchaeota = rgb(236,210,210) |[[incertae sedis]]|''[[incertae sedis]]'' = rgb(250,240,230) |[[virus]]|[[viruses]]|[[virus]]es|i|ii|iii|iv|v|vi|vii|viii = rgb(238,130,238) |=transparent |#default = {{taxobox/Error colour}}<!-- -->}}</includeonly><noinclude> {{template doc}}</noinclude> 39a2366336b23192b74ba8667ab1fe02da7de584 236 2011-06-14T14:45:39Z Smith609 0 rhizaria link optional wikitext text/x-wiki <includeonly>{{#switch:{{lc:{{{1|{{get regnum()|{{{taxon}}} }} }}} }}<!-- Either pass a regnum (using 1=) or a taxon (using taxon=) whose regnum will be established automatically. --> |[[animal]]ia|[[animalia]]|[[animal|animalia]]|animalia|animal = rgb(211,211,164) |[[archaeplastida]]|[[plant]]ae|[[plantae]]|[[plant|plantae]]|[[viridiplantae]]|plantae|plant = rgb(144,238,144) |[[fungus|fungi]]|[[fungi]]|fungi = rgb(173,216,230) |[[chromalveolata]]|[[chromalveolate|chromalveolata]]|chromalveolata = rgb(173,238,63) |[[opisthokonta]]|[[choanozoa]]|choanozoa = rgb(224, 208, 176) <!--#e0d0b0 / khaki--> |[[rhizaria]]|rhizaria = rgb(225,204,252) |[[excavata]]|[[excavates]]|[[excavate|excavata]]|[[excavates|excavata]]|[[protista]]|[[protist]]a = rgb(240,230,140) |[[amoebozoa]] = rgb(255,200,160) |[[bacteria]]|[[bacterium|bacteria]]|[[firmicutes]]|firmicutes = rgb(211,211,211) |[[nanoarchaeota]]|[[archaea]]|[[euryarchaeota]]|[[crenarchaeota]]|[[thaumarchaeota]]|[[korarchaeota]]|[[nanarchaeota]]|nanoarchaeota|archaea|korarchaeota|nanarchaeota|thaumarchaeota|crenarchaeota|euryarchaeota = rgb(236,210,210) |[[incertae sedis]]|''[[incertae sedis]]'' = rgb(250,240,230) |[[virus]]|[[viruses]]|[[virus]]es|i|ii|iii|iv|v|vi|vii|viii = rgb(238,130,238) |=transparent |#default = {{taxobox/Error colour}}<!-- -->}}</includeonly><noinclude> {{template doc}}</noinclude> 39a2366336b23192b74ba8667ab1fe02da7de584 10 338 675 674 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}}<!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> {{Taxobox colour scheme}} ==Function== This template generates the appropriate colour for a taxobox, as advised at [[WP:TX]]. It should be supplied with the kingdom (regnum), appropriately wikilinked; in the case of regnum-less viruses, the virus group may be supplied instead. == Maintenance == Edits to the taxonomic terms used in this template must be reflected by [[Template:is reg]]. <includeonly> [[Category:Template implementation details]] [[Category:Taxobox templates]] </includeonly> 9621750f784527cb4d48bc1e6dd9c52ea8800746 674 2013-03-12T20:15:30Z Termininja 0 wikitext text/x-wiki {{Documentation subpage}}<!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> {{Taxobox colour scheme}} ==Function== This template generates the appropriate colour for a taxobox, as advised at [[WP:TX]]. It should be supplied with the kingdom (regnum), appropriately wikilinked; in the case of regnum-less viruses, the virus group may be supplied instead. == Maintenance == Edits to the taxonomic terms used in this template must be reflected by [[Template:is reg]]. <includeonly> [[Category:Template implementation details]] [[Category:Taxobox templates]] </includeonly> 9621750f784527cb4d48bc1e6dd9c52ea8800746 10 313 625 624 2013-05-08T17:45:35Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#switch:{{lc:{{{1|{{get regnum()|{{{taxon}}} }} }}} }} |[[animal]]ia|[[animalia]]|[[animal|animalia]] = rgb(211,211,164) |[[archaeplastida]]|[[plant]]ae|[[plantae]]|[[plant|plantae]]|[[viridiplantae]] = rgb(144,238,144) |[[fungus|fungi]]|[[fungi]] = rgb(173,216,230) |[[chromalveolata]]|[[chromalveolate|chromalveolata]] = rgb(173,238,63) |[[rhizaria]] = rgb(230,230,250) |[[excavata]]|[[excavates]]|[[excavate|excavata]]|[[excavates|excavata]]|[[protista]]|[[protist]]a = rgb(240,230,140) |[[amoebozoa]] = rgb(255,200,160) |[[bacteria]] = rgb(211,211,211) |[[archaea]]|[[euryarchaeota]]|[[crenarchaeota]]|[[thaumarchaeota]]|[[korarchaeota]]|[[nanarchaeota]] = rgb(243,224,224) |[[virus]]|[[viruses]]|[[virus]]es|i|ii|iii|iv|v|vi|vii|viii = rgb(238,130,238) |[[incertae sedis]]|''[[incertae sedis]]'' = rgb(250,240,230) |=transparent |#default = {{taxobox/sandbox/Error colour}}<!-- -->}}</includeonly><noinclude> {{template doc}}</noinclude> c20effe9f28f60060ff3f2eecb48f09b8a00fca3 624 2010-11-29T06:26:14Z Smith609 0 Get regnum here wikitext text/x-wiki <includeonly>{{#switch:{{lc:{{{1|{{get regnum()|{{{taxon}}} }} }}} }} |[[animal]]ia|[[animalia]]|[[animal|animalia]] = rgb(211,211,164) |[[archaeplastida]]|[[plant]]ae|[[plantae]]|[[plant|plantae]]|[[viridiplantae]] = rgb(144,238,144) |[[fungus|fungi]]|[[fungi]] = rgb(173,216,230) |[[chromalveolata]]|[[chromalveolate|chromalveolata]] = rgb(173,238,63) |[[rhizaria]] = rgb(230,230,250) |[[excavata]]|[[excavates]]|[[excavate|excavata]]|[[excavates|excavata]]|[[protista]]|[[protist]]a = rgb(240,230,140) |[[amoebozoa]] = rgb(255,200,160) |[[bacteria]] = rgb(211,211,211) |[[archaea]]|[[euryarchaeota]]|[[crenarchaeota]]|[[thaumarchaeota]]|[[korarchaeota]]|[[nanarchaeota]] = rgb(243,224,224) |[[virus]]|[[viruses]]|[[virus]]es|i|ii|iii|iv|v|vi|vii|viii = rgb(238,130,238) |[[incertae sedis]]|''[[incertae sedis]]'' = rgb(250,240,230) |=transparent |#default = {{taxobox/sandbox/Error colour}}<!-- -->}}</includeonly><noinclude> {{template doc}}</noinclude> c20effe9f28f60060ff3f2eecb48f09b8a00fca3 10 339 677 676 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {| class="wikitable" |- ! style="background:{{Taxobox colour|[[Animal]]ia}}" | [[Animal]]ia || {{Taxobox colour|[[Animal]]ia}} |- ! style="background:{{Taxobox colour|[[Archaeplastida]]}}" | [[Archaeplastida]] || {{Taxobox colour|[[Archaeplastida]]}} (palegreen2) |- ! style="background:{{Taxobox colour|[[Fungi]]}}" | [[Fungi]] || {{Taxobox colour|[[Fungi]]}} (lightblue) |- ! style="background:{{Taxobox colour|[[Chromalveolate|Chromalveolata]]}}" | [[Chromalveolate|Chromalveolata]] || {{Taxobox colour|[[Chromalveolate|Chromalveolata]]}} |- ! style="background:{{Taxobox colour|[[Rhizaria]]}}" | [[Rhizaria]] || {{Taxobox colour|[[Rhizaria]]}} |- ! style="background:{{Taxobox colour|[[Excavata]]}}" | [[Excavata]] || {{Taxobox colour|[[Excavata]]}} (khaki) |- ! style="background:{{Taxobox colour|[[Amoebozoa]]}}" | [[Amoebozoa]] || {{Taxobox colour|[[Amoebozoa]]}} |- ! style="background:{{Taxobox colour|[[Bacteria]]}}" | [[Bacteria]] || {{Taxobox colour|[[Bacteria]]}} (lightgray) |- ! style="background:{{Taxobox colour|[[Archaea]]}}" | [[Archaea]] || {{Taxobox colour|[[Archaea]]}} |- ! style="background:{{Taxobox colour|[[Virus]]}}" | [[Virus]]es || {{Taxobox colour|[[Virus]]}} (violet) |- ! style="background:{{Taxobox colour|''[[incertae sedis]]''}}" | ''[[incertae sedis]]'' || {{Taxobox colour|''[[incertae sedis]]''}} (linen) |- | colspan=2 | Colours not produced by this template: |- ! style='background:rgb(221, 165, 127)' | [[Template:Ichnobox|Ichnotaxa]] || rgb(221, 165, 127) |- ! style='background:rgb(255,192,203)' | [[Template:Oobox|Ootaxa]] || rgb(255,192,203) (pink) |}<noinclude> [[Category:Taxobox templates]] </noinclude> 868c438178b7457c4879c6b39239d6a9b4f81e19 676 2013-03-29T06:24:59Z DixonDBot 0 Migrating 3 interwiki links, now provided by [[Wikipedia:Wikidata|Wikidata]] on [[d:Q6811710]] wikitext text/x-wiki {| class="wikitable" |- ! style="background:{{Taxobox colour|[[Animal]]ia}}" | [[Animal]]ia || {{Taxobox colour|[[Animal]]ia}} |- ! style="background:{{Taxobox colour|[[Archaeplastida]]}}" | [[Archaeplastida]] || {{Taxobox colour|[[Archaeplastida]]}} (palegreen2) |- ! style="background:{{Taxobox colour|[[Fungi]]}}" | [[Fungi]] || {{Taxobox colour|[[Fungi]]}} (lightblue) |- ! style="background:{{Taxobox colour|[[Chromalveolate|Chromalveolata]]}}" | [[Chromalveolate|Chromalveolata]] || {{Taxobox colour|[[Chromalveolate|Chromalveolata]]}} |- ! style="background:{{Taxobox colour|[[Rhizaria]]}}" | [[Rhizaria]] || {{Taxobox colour|[[Rhizaria]]}} |- ! style="background:{{Taxobox colour|[[Excavata]]}}" | [[Excavata]] || {{Taxobox colour|[[Excavata]]}} (khaki) |- ! style="background:{{Taxobox colour|[[Amoebozoa]]}}" | [[Amoebozoa]] || {{Taxobox colour|[[Amoebozoa]]}} |- ! style="background:{{Taxobox colour|[[Bacteria]]}}" | [[Bacteria]] || {{Taxobox colour|[[Bacteria]]}} (lightgray) |- ! style="background:{{Taxobox colour|[[Archaea]]}}" | [[Archaea]] || {{Taxobox colour|[[Archaea]]}} |- ! style="background:{{Taxobox colour|[[Virus]]}}" | [[Virus]]es || {{Taxobox colour|[[Virus]]}} (violet) |- ! style="background:{{Taxobox colour|''[[incertae sedis]]''}}" | ''[[incertae sedis]]'' || {{Taxobox colour|''[[incertae sedis]]''}} (linen) |- | colspan=2 | Colours not produced by this template: |- ! style='background:rgb(221, 165, 127)' | [[Template:Ichnobox|Ichnotaxa]] || rgb(221, 165, 127) |- ! style='background:rgb(255,192,203)' | [[Template:Oobox|Ootaxa]] || rgb(255,192,203) (pink) |}<noinclude> [[Category:Taxobox templates]] </noinclude> 868c438178b7457c4879c6b39239d6a9b4f81e19 10 304 607 606 2013-05-08T17:45:00Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifeq:{{Taxobox colour|{{{1|}}}}}|transparent|<!-- kingdom unrecognised: --><div class="error">'''TEMPLATE ERROR!''' The template hasn't recognised the kingdom you've assigned.</div> You should set the parameter <code>{{!}} regnum = </code> to one of the following:<code> * <nowiki>[[Animal]]ia</nowiki> * <nowiki>[[Plant]]ae</nowiki> * <nowiki>[[Fungus|Fungi]]</nowiki> * <nowiki>[[Protist]]a</nowiki> * <nowiki>[[Bacteria]]</nowiki> * <nowiki>[[Archaea]]</nowiki> * <nowiki>[[Virus]]</nowiki> * <nowiki>[[incertae sedis]]</nowiki></code> Visit [[WP:TX]] for more information on taxobox usage. To turn off this error message, use the code <code>{{!}} no_error_message = true</code>; please consider leaving a message [[Template_talk:Taxobox kingdom check|here]] explaining why so we can make the template compatible. }}<noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> [[Category:Taxobox templates]] </noinclude> bd7e2066c8b12bbf5c7596b3b5bf07ec4cce5d0b 606 2011-01-29T00:49:22Z WOSlinker 0 wikitext text/x-wiki {{#ifeq:{{Taxobox colour|{{{1|}}}}}|transparent|<!-- kingdom unrecognised: --><div class="error">'''TEMPLATE ERROR!''' The template hasn't recognised the kingdom you've assigned.</div> You should set the parameter <code>{{!}} regnum = </code> to one of the following:<code> * <nowiki>[[Animal]]ia</nowiki> * <nowiki>[[Plant]]ae</nowiki> * <nowiki>[[Fungus|Fungi]]</nowiki> * <nowiki>[[Protist]]a</nowiki> * <nowiki>[[Bacteria]]</nowiki> * <nowiki>[[Archaea]]</nowiki> * <nowiki>[[Virus]]</nowiki> * <nowiki>[[incertae sedis]]</nowiki></code> Visit [[WP:TX]] for more information on taxobox usage. To turn off this error message, use the code <code>{{!}} no_error_message = true</code>; please consider leaving a message [[Template_talk:Taxobox kingdom check|here]] explaining why so we can make the template compatible. }}<noinclude> {{documentation}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS TO THE /doc SUBPAGE, THANKS --> [[Category:Taxobox templates]] </noinclude> bd7e2066c8b12bbf5c7596b3b5bf07ec4cce5d0b 10 309 617 616 2013-05-08T17:45:01Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> == Function == This template generates an error message if a kingdom is specified in {{tl|taxobox}} which is not recognised by {{tl|taxobox colour}}. This will usually mean that the kingdom has not been linked or spelt correctly. If the template provides an error message when it shouldn't, please leave a message on the [[{{TALKPAGENAME}}|talk page]]. a6892ab9661425fd538b4ca8e6d3f33dad4c243d 616 2010-08-15T19:50:27Z Droll 0 clean up documentation subpage templates using [[Project:AWB|AWB]] wikitext text/x-wiki {{Documentation subpage}} <!-- EDIT TEMPLATE DOCUMENTATION BELOW THIS LINE --> == Function == This template generates an error message if a kingdom is specified in {{tl|taxobox}} which is not recognised by {{tl|taxobox colour}}. This will usually mean that the kingdom has not been linked or spelt correctly. If the template provides an error message when it shouldn't, please leave a message on the [[{{TALKPAGENAME}}|talk page]]. a6892ab9661425fd538b4ca8e6d3f33dad4c243d 10 305 609 608 2013-05-08T17:45:00Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; width: 200px" |- ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" | {{{name|{{Taxobox name|{{{genus}}}|{{{species}}}|{{{binomial}}}}}}}}{{#if:{{{fossil_range|}}}|<br /><small>Fossil range: {{{fossil_range}}}</small>}} |- {{#if:{{{image|}}}| {{!}} colspan=2 style="text-align: center" {{!}} {{{image}}} {{!}}- {{#if:{{{image_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image_caption}}} {{!}}- }} }} {{#if:{{{image2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image2}}}{{!}}{{#if:{{{image2_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image2_alt|}}}]] {{!}}- {{#if:{{{image2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image2_caption}}} {{!}}- }} }} |- colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{taxobox/species|{{{status_system|}}}|{{{status|}}}|{{{status_ref|}}}|extinct={{{extinct|}}}}} |- ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" | {{#if:{{{virus_group|}}}|[[Virus classification]]|[[Biological classification|Scientific classification]]}} {{#if: {{{classification_status|}}} | ({{{classification_status}}}) | }} |- {{#if:{{{virus_group|}}}| {{!}} Group: {{!}} {{#switch:{{{virus_group}}} |I|i=Group I <small>([[dsDNA virus|dsDNA]])</small> |II|ii=Group II <small>([[ssDNA virus|ssDNA]])</small> |III|iii=Group III <small>([[dsRNA virus|dsRNA]])</small> |IV|iv=Group IV <small>([[Positive-sense ssRNA virus|(+)ssRNA]])</small> |V|v=Group V <small>([[Negative-sense ssRNA virus|(-)ssRNA]])</small> |VI|vi=Group VI <small>([[ssRNA-RT virus|ssRNA-RT]])</small> |VII|vii=Group VII <small>([[dsDNA-RT virus|dsDNA-RT]])</small> |{{{virus_group}}} }} {{!}}- }} {{#if:{{{unranked_superdomain|}}}| {{!}} (Unranked) {{!}} {{{unranked_superdomain}}}</span> <br /><small>{{{unranked_superdomain_authority|}}}</small> {{!}}- }} {{#if:{{{superdomain|}}}| {{!}} Superdomain: {{!}} <span class="superdomain">{{{superdomain}}}</span> <br /><small>{{{superdomain_authority|}}}</small> {{!}}- }} {{#if:{{{domain|}}}| {{!}} Domain: {{!}} <span class="domain">{{{domain}}}</span> <br /><small>{{{domain_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_regnum|}}}| {{!}} (Unranked) {{!}} {{{unranked_regnum}}} <br /><small>{{{unranked_regnum_authority|}}}</small> {{!}}- }} {{#if:{{{superregnum|}}}| {{!}} Superkingdom: {{!}} {{{superregnum}}} <br /><small>{{{superregnum_authority|}}}</small> {{!}}- }} {{#if:{{{regnum|}}}| {{!}} Kingdom: {{!}} <span class="kingdom">{{{regnum}}}</span> <br /><small>{{{regnum_authority|}}}</small> {{!}}- }} {{#if:{{{subregnum|}}}| {{!}} Subkingdom: {{!}} <span class="subkingdom">{{{subregnum}}}</span> <br /><small>{{{subregnum_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_phylum|}}}| {{!}} (Unranked) {{!}} {{{unranked_phylum}}} <br /><small>{{{unranked_phylum_authority|}}}</small> {{!}}- }} {{#if:{{{superdivisio|}}}| {{!}} Superdivision: {{!}} {{{superdivisio}}} <br /><small>{{{superdivisio_authority|}}}</small> {{!}}- }} {{#if:{{{superphylum|}}}| {{!}} Superphylum: {{!}} <span class="superphylum">{{{superphylum}}}</span> <br /><small>{{{superphylum_authority|}}}</small> {{!}}- }} {{#if:{{{divisio|}}}| {{!}} Division: {{!}} {{{divisio}}} <br /><small>{{{divisio_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_divisio|}}}| {{!}} (Unranked) {{!}} {{{unranked_divisio}}} <br /><small>{{{unranked_divisio_authority|}}}</small> {{!}}- }} {{#if:{{{phylum|}}}| {{!}} Phylum: {{!}} <span class="phylum">{{{phylum}}}</span> <br /><small>{{{phylum_authority|}}}</small> {{!}}- }} {{#if:{{{subdivisio|}}}| {{!}} Subdivision: {{!}} {{{subdivisio}}} <br /><small>{{{subdivisio_authority|}}}</small> {{!}}- }} {{#if:{{{subphylum|}}}| {{!}} Subphylum: {{!}} <span class="subphylum">{{{subphylum}}}</span> <br /><small>{{{subphylum_authority|}}}</small> {{!}}- }} {{#if:{{{infraphylum|}}}| {{!}} Infraphylum: {{!}} {{{infraphylum}}} <br /><small>{{{infraphylum_authority|}}}</small> {{!}}- }} {{#if:{{{microphylum|}}}| {{!}} Microphylum: {{!}} {{{microphylum}}} <br /><small>{{{microphylum_authority|}}}</small> {{!}}- }} {{#if:{{{nanophylum|}}}| {{!}} Nanophylum: {{!}} {{{nanophylum}}} <br /><small>{{{nanophylum_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_classis|}}}| {{!}} (Unranked) {{!}} {{{unranked_classis}}} <br /><small>{{{unranked_classis_authority|}}}</small> {{!}}- }} {{#if:{{{superclassis|}}}| {{!}} Superclass: {{!}} {{{superclassis}}} <br /><small>{{{superclassis_authority|}}}</small> {{!}}- }} {{#if:{{{classis|}}}| {{!}} Class: {{!}} <span class="taxoclass">{{{classis}}}</span> <br /><small>{{{classis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_subclassis|}}}| {{!}} (Unranked) {{!}} {{{unranked_subclassis}}} <br /><small>{{{unranked_subclassis_authority|}}}</small> {{!}}- }} {{#if:{{{subclassis|}}}| {{!}} Subclass: {{!}} <span class="subclass">{{{subclassis}}}</span> <br /><small>{{{subclassis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_infraclassis|}}}| {{!}} (Unranked) {{!}} {{{unranked_infraclassis}}} <br /><small>{{{unranked_infraclassis_authority|}}}</small> {{!}}- }} {{#if:{{{infraclassis|}}}| {{!}} Infraclass: {{!}} <span class="infraclass">{{{infraclassis}}}</span> <br /><small>{{{infraclassis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_ordo|}}}| {{!}} (Unranked) {{!}} {{{unranked_ordo}}} <br /><small>{{{unranked_ordo_authority|}}}</small> {{!}}- }} {{#if:{{{magnordo|}}}| {{!}} Magnorder: {{!}} {{{magnordo}}} <br /><small>{{{magnordo_authority|}}}</small> {{!}}- }} {{#if:{{{superordo|}}}| {{!}} Superorder: {{!}} <span class="superorder">{{{superordo}}}</span> <br /><small>{{{superordo_authority|}}}</small> {{!}}- }} {{#if:{{{ordo|}}}| {{!}} Order: {{!}} <span class="order">{{{ordo}}}</span> <br /><small>{{{ordo_authority|}}}</small> {{!}}- }} {{#if:{{{subordo|}}}| {{!}} Suborder: {{!}} <span class="suborder">{{{subordo}}}</span> <br /><small>{{{subordo_authority|}}}</small> {{!}}- }} {{#if:{{{infraordo|}}}| {{!}} Infraorder: {{!}} <span class="infraorder">{{{infraordo}}}</span> <br /><small>{{{infraordo_authority|}}}</small> {{!}}- }} {{#if:{{{parvordo|}}}| {{!}} Parvorder: {{!}} <span class="parvorder">{{{parvordo}}}</span> <br /><small>{{{parvordo_authority|}}}</small> {{!}}- }} {{#if:{{{zoodivisio|}}}| {{!}} Division: {{!}} {{{zoodivisio}}} <br /><small>{{{zoodivisio_authority|}}}</small> {{!}}- }} {{#if:{{{zoosectio|}}}| {{!}} Section: {{!}} {{{zoosectio}}} <br /><small>{{{zoosectio_authority|}}}</small> {{!}}- }} {{#if:{{{zoosubsectio|}}}| {{!}} Subsection: {{!}} {{{zoosubsectio}}} <br /><small>{{{zoosubsectio_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_familia|}}}| {{!}} (Unranked) {{!}} {{{unranked_familia}}} <br /><small>{{{unranked_familia_authority|}}}</small> {{!}}- }} {{#if:{{{superfamilia|}}}| {{!}} Superfamily: {{!}} <span class="superfamily">{{{superfamilia}}}</span> <br /><small>{{{superfamilia_authority|}}}</small> {{!}}- }} {{#if:{{{familia|}}}| {{!}} Family: {{!}} <span class="family">{{{familia}}}</span> <br /><small>{{{familia_authority|}}}</small> {{!}}- }} {{#if:{{{subfamilia|}}}| {{!}} Subfamily: {{!}} <span class="subfamily">{{{subfamilia}}}</span> <br /><small>{{{subfamilia_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_tribus|}}}| {{!}} (Unranked) {{!}} {{{unranked_tribus}}} <br /><small>{{{unranked_tribus_authority|}}}</small> {{!}}- }} {{#if:{{{supertribus|}}}| {{!}} Supertribe: {{!}} {{{supertribus}}} <br /><small>{{{supertribus_authority|}}}</small> {{!}}- }} {{#if:{{{tribus|}}}| {{!}} Tribe: {{!}} {{{tribus}}} <br /><small>{{{tribus_authority|}}}</small> {{!}}- }} {{#if:{{{subtribus|}}}| {{!}} Subtribe: {{!}} {{{subtribus}}} <br /><small>{{{subtribus_authority|}}}</small> {{!}}- }} {{#if:{{{alliance|}}}| {{!}} Alliance: {{!}} {{{alliance}}} <br /><small>{{{alliance_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_genus|}}}| {{!}} (Unranked) {{!}} {{{unranked_genus}}}<br /><small>{{{unranked_genus_authority|}}}</small> {{!}}- }} {{#if:{{{genus|}}}| {{!}} Genus: {{!}} <span class="genus">{{{genus}}}</span> <br /><small>{{{genus_authority|}}}</small> {{!}}- }} {{#if:{{{subgenus|}}}| {{!}} Subgenus: {{!}} {{{subgenus}}} <br /><small>{{{subgenus_authority|}}}</small> {{!}}- }} {{#if:{{{sectio|}}}| {{!}} Section: {{!}} {{{sectio}}} <br /><small>{{{sectio_authority|}}}</small> {{!}}- }} {{#if:{{{subsectio|}}}| {{!}} Subsection: {{!}} {{{subsectio}}} <br /><small>{{{subsectio_authority|}}}</small> {{!}}- }} {{#if:{{{series|}}}| {{!}} Series: {{!}} {{{series}}} <br /><small>{{{series_authority|}}}</small> {{!}}- }} {{#if:{{{subseries|}}}| {{!}} Subseries: {{!}} <span style="white-space: nowrap">{{{subseries}}}</span> <br /><small>{{{subseries_authority|}}}</small> {{!}}- }} {{#if:{{{species_group|}}}| {{!}} Species group: {{!}} {{{species_group}}} <br /><small>{{{species_group_authority|}}}</small> {{!}}- }} {{#if:{{{species_subgroup|}}}| {{!}} Species subgroup: {{!}} {{{species_subgroup}}} <br /><small>{{{species_subgroup_authority|}}}</small> {{!}}- }} {{#if:{{{species_complex|}}}| {{!}} Species complex: {{!}} {{{species_complex}}} <br /><small>{{{species_complex_authority|}}}</small> {{!}}- }} {{#if:{{{species|}}}| {{!}} Species: {{!}} <span style="white-space: nowrap">{{{species}}}</span> <br /><small>{{{species_authority|}}}</small> {{!}}- }} {{#if:{{{subspecies|}}}| {{!}} Subspecies: {{!}} <span style="white-space: nowrap">{{{subspecies}}}</span> <br /><small>{{{subspecies_authority|}}}</small> {{!}}- }} {{#if:{{{variety|}}}| {{!}} Variety: {{!}} <span class="variety" style="white-space: nowrap">{{{variety}}}</span> <br /><small>{{{variety_authority|}}}</small> {{!}}- }} {{#if:{{{binomial|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Binomial nomenclature|Binomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="binomial">{{{binomial}}}</span>''' <br /><small>{{{binomial_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Trinomial nomenclature|Trinomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial}}}''' <br /><small>{{{trinomial_authority|}}}</small> {{!}}- }} {{#if:{{{type_genus|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type genus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_genus}}} <br /><small>{{{type_genus_authority|}}}</small> {{!}}- }} {{#if:{{{type_species|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type species]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_species}}} <br /><small>{{{type_species_authority|}}}</small> {{!}}- }} {{#if:{{{type_strain|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type strain]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_strain}}} {{!}}- }} {{#if:{{{subdivision|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} {{{subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{subdivision|}}} {{!}}- }} {{#if:{{{diversity|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[{{{diversity_link}}}|Diversity]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Articles using diversity taxobox]] | }} {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{diversity|}}} {{!}}- }} {{#if:{{{range_map|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map}}}{{!}}{{#if:{{{range_map_width|}}}|{{{range_map_width}}}|frameless}}{{!}}alt={{{range_map_alt|}}}]] {{!}}- {{#if:{{{range_map_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map_caption}}} {{!}}- }} }} {{#if:{{{binomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial2}}}''' <br /><small>{{{binomial2_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial2}}}''' <br /><small>{{{trinomial2_authority|}}}</small> {{!}}- }} {{#if:{{{range_map2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map2}}}{{!}}{{#if:{{{range_map2_width|}}}|{{{range_map2_width}}}|frameless}}{{!}}alt={{{range_map2_alt|}}}]] {{!}}- {{#if:{{{range_map2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map2_caption}}} {{!}}- }} }} {{#if:{{{binomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial3}}}''' <br /><small>{{{binomial3_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial3}}}''' <br /><small>{{{trinomial3_authority|}}}</small> {{!}}- }} {{#if:{{{range_map3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map3}}}{{!}}{{#if:{{{range_map3_width|}}}|{{{range_map3_width}}}|frameless}}{{!}}alt={{{range_map3_alt|}}}]] {{!}}- {{#if:{{{range_map3_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map3_caption}}} {{!}}- }} }} {{#if:{{{binomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial4}}}''' <br /><small>{{{binomial4_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial4}}}''' <br /><small>{{{trinomial4_authority|}}}</small> {{!}}- }} {{#if:{{{range_map4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map4}}}{{!}}{{#if:{{{range_map4_width|}}}|{{{range_map4_width}}}|frameless}}{{!}}alt={{{range_map4_alt|}}}]] {{!}}- {{#if:{{{range_map4_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map4_caption}}} {{!}}- }} }} {{#if:{{{synonyms|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Synonym (taxonomy)|Synonyms]]{{{synonyms_ref|}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{synonyms}}} {{!}}- }} |}{{#ifeq:{{NAMESPACE}}|{{ns:0}}|[[Category:Articles with 'species' microformats]]}}</includeonly><noinclude>{{documentation}} [[Category:Taxobox templates]] </noinclude> d322d3117c170b7c2e52b9fa27528d631c02b76d 608 2012-09-30T17:16:02Z Nnemo 0 Notably — Corrections. Harmonisation. Inept colons. wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; width: 200px" |- ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" | {{{name|{{Taxobox name|{{{genus}}}|{{{species}}}|{{{binomial}}}}}}}}{{#if:{{{fossil_range|}}}|<br /><small>Fossil range: {{{fossil_range}}}</small>}} |- {{#if:{{{image|}}}| {{!}} colspan=2 style="text-align: center" {{!}} {{{image}}} {{!}}- {{#if:{{{image_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image_caption}}} {{!}}- }} }} {{#if:{{{image2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{image2}}}{{!}}{{#if:{{{image2_width|}}}|{{{image_width}}}|frameless}}{{!}}alt={{{image2_alt|}}}]] {{!}}- {{#if:{{{image2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{image2_caption}}} {{!}}- }} }} |- colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{taxobox/species|{{{status_system|}}}|{{{status|}}}|{{{status_ref|}}}|extinct={{{extinct|}}}}} |- ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" | {{#if:{{{virus_group|}}}|[[Virus classification]]|[[Biological classification|Scientific classification]]}} {{#if: {{{classification_status|}}} | ({{{classification_status}}}) | }} |- {{#if:{{{virus_group|}}}| {{!}} Group: {{!}} {{#switch:{{{virus_group}}} |I|i=Group I <small>([[dsDNA virus|dsDNA]])</small> |II|ii=Group II <small>([[ssDNA virus|ssDNA]])</small> |III|iii=Group III <small>([[dsRNA virus|dsRNA]])</small> |IV|iv=Group IV <small>([[Positive-sense ssRNA virus|(+)ssRNA]])</small> |V|v=Group V <small>([[Negative-sense ssRNA virus|(-)ssRNA]])</small> |VI|vi=Group VI <small>([[ssRNA-RT virus|ssRNA-RT]])</small> |VII|vii=Group VII <small>([[dsDNA-RT virus|dsDNA-RT]])</small> |{{{virus_group}}} }} {{!}}- }} {{#if:{{{unranked_superdomain|}}}| {{!}} (Unranked) {{!}} {{{unranked_superdomain}}}</span> <br /><small>{{{unranked_superdomain_authority|}}}</small> {{!}}- }} {{#if:{{{superdomain|}}}| {{!}} Superdomain: {{!}} <span class="superdomain">{{{superdomain}}}</span> <br /><small>{{{superdomain_authority|}}}</small> {{!}}- }} {{#if:{{{domain|}}}| {{!}} Domain: {{!}} <span class="domain">{{{domain}}}</span> <br /><small>{{{domain_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_regnum|}}}| {{!}} (Unranked) {{!}} {{{unranked_regnum}}} <br /><small>{{{unranked_regnum_authority|}}}</small> {{!}}- }} {{#if:{{{superregnum|}}}| {{!}} Superkingdom: {{!}} {{{superregnum}}} <br /><small>{{{superregnum_authority|}}}</small> {{!}}- }} {{#if:{{{regnum|}}}| {{!}} Kingdom: {{!}} <span class="kingdom">{{{regnum}}}</span> <br /><small>{{{regnum_authority|}}}</small> {{!}}- }} {{#if:{{{subregnum|}}}| {{!}} Subkingdom: {{!}} <span class="subkingdom">{{{subregnum}}}</span> <br /><small>{{{subregnum_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_phylum|}}}| {{!}} (Unranked) {{!}} {{{unranked_phylum}}} <br /><small>{{{unranked_phylum_authority|}}}</small> {{!}}- }} {{#if:{{{superdivisio|}}}| {{!}} Superdivision: {{!}} {{{superdivisio}}} <br /><small>{{{superdivisio_authority|}}}</small> {{!}}- }} {{#if:{{{superphylum|}}}| {{!}} Superphylum: {{!}} <span class="superphylum">{{{superphylum}}}</span> <br /><small>{{{superphylum_authority|}}}</small> {{!}}- }} {{#if:{{{divisio|}}}| {{!}} Division: {{!}} {{{divisio}}} <br /><small>{{{divisio_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_divisio|}}}| {{!}} (Unranked) {{!}} {{{unranked_divisio}}} <br /><small>{{{unranked_divisio_authority|}}}</small> {{!}}- }} {{#if:{{{phylum|}}}| {{!}} Phylum: {{!}} <span class="phylum">{{{phylum}}}</span> <br /><small>{{{phylum_authority|}}}</small> {{!}}- }} {{#if:{{{subdivisio|}}}| {{!}} Subdivision: {{!}} {{{subdivisio}}} <br /><small>{{{subdivisio_authority|}}}</small> {{!}}- }} {{#if:{{{subphylum|}}}| {{!}} Subphylum: {{!}} <span class="subphylum">{{{subphylum}}}</span> <br /><small>{{{subphylum_authority|}}}</small> {{!}}- }} {{#if:{{{infraphylum|}}}| {{!}} Infraphylum: {{!}} {{{infraphylum}}} <br /><small>{{{infraphylum_authority|}}}</small> {{!}}- }} {{#if:{{{microphylum|}}}| {{!}} Microphylum: {{!}} {{{microphylum}}} <br /><small>{{{microphylum_authority|}}}</small> {{!}}- }} {{#if:{{{nanophylum|}}}| {{!}} Nanophylum: {{!}} {{{nanophylum}}} <br /><small>{{{nanophylum_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_classis|}}}| {{!}} (Unranked) {{!}} {{{unranked_classis}}} <br /><small>{{{unranked_classis_authority|}}}</small> {{!}}- }} {{#if:{{{superclassis|}}}| {{!}} Superclass: {{!}} {{{superclassis}}} <br /><small>{{{superclassis_authority|}}}</small> {{!}}- }} {{#if:{{{classis|}}}| {{!}} Class: {{!}} <span class="taxoclass">{{{classis}}}</span> <br /><small>{{{classis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_subclassis|}}}| {{!}} (Unranked) {{!}} {{{unranked_subclassis}}} <br /><small>{{{unranked_subclassis_authority|}}}</small> {{!}}- }} {{#if:{{{subclassis|}}}| {{!}} Subclass: {{!}} <span class="subclass">{{{subclassis}}}</span> <br /><small>{{{subclassis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_infraclassis|}}}| {{!}} (Unranked) {{!}} {{{unranked_infraclassis}}} <br /><small>{{{unranked_infraclassis_authority|}}}</small> {{!}}- }} {{#if:{{{infraclassis|}}}| {{!}} Infraclass: {{!}} <span class="infraclass">{{{infraclassis}}}</span> <br /><small>{{{infraclassis_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_ordo|}}}| {{!}} (Unranked) {{!}} {{{unranked_ordo}}} <br /><small>{{{unranked_ordo_authority|}}}</small> {{!}}- }} {{#if:{{{magnordo|}}}| {{!}} Magnorder: {{!}} {{{magnordo}}} <br /><small>{{{magnordo_authority|}}}</small> {{!}}- }} {{#if:{{{superordo|}}}| {{!}} Superorder: {{!}} <span class="superorder">{{{superordo}}}</span> <br /><small>{{{superordo_authority|}}}</small> {{!}}- }} {{#if:{{{ordo|}}}| {{!}} Order: {{!}} <span class="order">{{{ordo}}}</span> <br /><small>{{{ordo_authority|}}}</small> {{!}}- }} {{#if:{{{subordo|}}}| {{!}} Suborder: {{!}} <span class="suborder">{{{subordo}}}</span> <br /><small>{{{subordo_authority|}}}</small> {{!}}- }} {{#if:{{{infraordo|}}}| {{!}} Infraorder: {{!}} <span class="infraorder">{{{infraordo}}}</span> <br /><small>{{{infraordo_authority|}}}</small> {{!}}- }} {{#if:{{{parvordo|}}}| {{!}} Parvorder: {{!}} <span class="parvorder">{{{parvordo}}}</span> <br /><small>{{{parvordo_authority|}}}</small> {{!}}- }} {{#if:{{{zoodivisio|}}}| {{!}} Division: {{!}} {{{zoodivisio}}} <br /><small>{{{zoodivisio_authority|}}}</small> {{!}}- }} {{#if:{{{zoosectio|}}}| {{!}} Section: {{!}} {{{zoosectio}}} <br /><small>{{{zoosectio_authority|}}}</small> {{!}}- }} {{#if:{{{zoosubsectio|}}}| {{!}} Subsection: {{!}} {{{zoosubsectio}}} <br /><small>{{{zoosubsectio_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_familia|}}}| {{!}} (Unranked) {{!}} {{{unranked_familia}}} <br /><small>{{{unranked_familia_authority|}}}</small> {{!}}- }} {{#if:{{{superfamilia|}}}| {{!}} Superfamily: {{!}} <span class="superfamily">{{{superfamilia}}}</span> <br /><small>{{{superfamilia_authority|}}}</small> {{!}}- }} {{#if:{{{familia|}}}| {{!}} Family: {{!}} <span class="family">{{{familia}}}</span> <br /><small>{{{familia_authority|}}}</small> {{!}}- }} {{#if:{{{subfamilia|}}}| {{!}} Subfamily: {{!}} <span class="subfamily">{{{subfamilia}}}</span> <br /><small>{{{subfamilia_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_tribus|}}}| {{!}} (Unranked) {{!}} {{{unranked_tribus}}} <br /><small>{{{unranked_tribus_authority|}}}</small> {{!}}- }} {{#if:{{{supertribus|}}}| {{!}} Supertribe: {{!}} {{{supertribus}}} <br /><small>{{{supertribus_authority|}}}</small> {{!}}- }} {{#if:{{{tribus|}}}| {{!}} Tribe: {{!}} {{{tribus}}} <br /><small>{{{tribus_authority|}}}</small> {{!}}- }} {{#if:{{{subtribus|}}}| {{!}} Subtribe: {{!}} {{{subtribus}}} <br /><small>{{{subtribus_authority|}}}</small> {{!}}- }} {{#if:{{{alliance|}}}| {{!}} Alliance: {{!}} {{{alliance}}} <br /><small>{{{alliance_authority|}}}</small> {{!}}- }} {{#if:{{{unranked_genus|}}}| {{!}} (Unranked) {{!}} {{{unranked_genus}}}<br /><small>{{{unranked_genus_authority|}}}</small> {{!}}- }} {{#if:{{{genus|}}}| {{!}} Genus: {{!}} <span class="genus">{{{genus}}}</span> <br /><small>{{{genus_authority|}}}</small> {{!}}- }} {{#if:{{{subgenus|}}}| {{!}} Subgenus: {{!}} {{{subgenus}}} <br /><small>{{{subgenus_authority|}}}</small> {{!}}- }} {{#if:{{{sectio|}}}| {{!}} Section: {{!}} {{{sectio}}} <br /><small>{{{sectio_authority|}}}</small> {{!}}- }} {{#if:{{{subsectio|}}}| {{!}} Subsection: {{!}} {{{subsectio}}} <br /><small>{{{subsectio_authority|}}}</small> {{!}}- }} {{#if:{{{series|}}}| {{!}} Series: {{!}} {{{series}}} <br /><small>{{{series_authority|}}}</small> {{!}}- }} {{#if:{{{subseries|}}}| {{!}} Subseries: {{!}} <span style="white-space: nowrap">{{{subseries}}}</span> <br /><small>{{{subseries_authority|}}}</small> {{!}}- }} {{#if:{{{species_group|}}}| {{!}} Species group: {{!}} {{{species_group}}} <br /><small>{{{species_group_authority|}}}</small> {{!}}- }} {{#if:{{{species_subgroup|}}}| {{!}} Species subgroup: {{!}} {{{species_subgroup}}} <br /><small>{{{species_subgroup_authority|}}}</small> {{!}}- }} {{#if:{{{species_complex|}}}| {{!}} Species complex: {{!}} {{{species_complex}}} <br /><small>{{{species_complex_authority|}}}</small> {{!}}- }} {{#if:{{{species|}}}| {{!}} Species: {{!}} <span style="white-space: nowrap">{{{species}}}</span> <br /><small>{{{species_authority|}}}</small> {{!}}- }} {{#if:{{{subspecies|}}}| {{!}} Subspecies: {{!}} <span style="white-space: nowrap">{{{subspecies}}}</span> <br /><small>{{{subspecies_authority|}}}</small> {{!}}- }} {{#if:{{{variety|}}}| {{!}} Variety: {{!}} <span class="variety" style="white-space: nowrap">{{{variety}}}</span> <br /><small>{{{variety_authority|}}}</small> {{!}}- }} {{#if:{{{binomial|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Binomial nomenclature|Binomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''<span class="binomial">{{{binomial}}}</span>''' <br /><small>{{{binomial_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Trinomial nomenclature|Trinomial name]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial}}}''' <br /><small>{{{trinomial_authority|}}}</small> {{!}}- }} {{#if:{{{type_genus|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type genus]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_genus}}} <br /><small>{{{type_genus_authority|}}}</small> {{!}}- }} {{#if:{{{type_species|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type species]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_species}}} <br /><small>{{{type_species_authority|}}}</small> {{!}}- }} {{#if:{{{type_strain|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Type strain]] {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{type_strain}}} {{!}}- }} {{#if:{{{subdivision|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} {{{subdivision_ranks}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{subdivision|}}} {{!}}- }} {{#if:{{{diversity|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[{{{diversity_link}}}|Diversity]] {{#ifeq: {{NAMESPACEE}} | {{ns: 0}} | [[Category:Articles using diversity taxobox]] | }} {{!}}- {{!}} colspan=2 style="text-align: center" {{!}} {{{diversity|}}} {{!}}- }} {{#if:{{{range_map|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map}}}{{!}}{{#if:{{{range_map_width|}}}|{{{range_map_width}}}|frameless}}{{!}}alt={{{range_map_alt|}}}]] {{!}}- {{#if:{{{range_map_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map_caption}}} {{!}}- }} }} {{#if:{{{binomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial2}}}''' <br /><small>{{{binomial2_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial2}}}''' <br /><small>{{{trinomial2_authority|}}}</small> {{!}}- }} {{#if:{{{range_map2|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map2}}}{{!}}{{#if:{{{range_map2_width|}}}|{{{range_map2_width}}}|frameless}}{{!}}alt={{{range_map2_alt|}}}]] {{!}}- {{#if:{{{range_map2_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map2_caption}}} {{!}}- }} }} {{#if:{{{binomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial3}}}''' <br /><small>{{{binomial3_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial3}}}''' <br /><small>{{{trinomial3_authority|}}}</small> {{!}}- }} {{#if:{{{range_map3|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map3}}}{{!}}{{#if:{{{range_map3_width|}}}|{{{range_map3_width}}}|frameless}}{{!}}alt={{{range_map3_alt|}}}]] {{!}}- {{#if:{{{range_map3_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map3_caption}}} {{!}}- }} }} {{#if:{{{binomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{binomial4}}}''' <br /><small>{{{binomial4_authority|}}}</small> {{!}}- }} {{#if:{{{trinomial4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} '''{{{trinomial4}}}''' <br /><small>{{{trinomial4_authority|}}}</small> {{!}}- }} {{#if:{{{range_map4|}}}| {{!}} colspan=2 style="text-align: center" {{!}} [[file:{{{range_map4}}}{{!}}{{#if:{{{range_map4_width|}}}|{{{range_map4_width}}}|frameless}}{{!}}alt={{{range_map4_alt|}}}]] {{!}}- {{#if:{{{range_map4_caption|}}}| {{!}} colspan=2 style="text-align: center; font-size: 88%" {{!}} {{{range_map4_caption}}} {{!}}- }} }} {{#if:{{{synonyms|}}}| ! colspan=2 style="text-align: center; background-color: {{{color|{{{colour|#{{Taxobox colour|{{{regnum|{{{virus_group|{{{unranked_phylum|{{{phylum}}} }}} }}} }}} }} }}} }}}" {{!}} [[Synonym (taxonomy)|Synonyms]]{{{synonyms_ref|}}} {{!}}- {{!}} colspan=2 style="text-align: left" {{!}} {{{synonyms}}} {{!}}- }} |}{{#ifeq:{{NAMESPACE}}|{{ns:0}}|[[Category:Articles with 'species' microformats]]}}</includeonly><noinclude>{{documentation}} [[Category:Taxobox templates]] </noinclude> d322d3117c170b7c2e52b9fa27528d631c02b76d 10 120 239 238 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:'''''{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{#switch:'''''{{extinct}}{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{#switch:'''''†{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{PAGENAMEBASE}} }} }} }}<noinclude>{{template doc}}</noinclude> fd2dfb0599c69d97f1aa2e283dd4eaffb8c9498b 238 2012-02-03T14:13:49Z Smith609 0 Automatically italicize extinct taxa too wikitext text/x-wiki {{#switch:'''''{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{#switch:'''''{{extinct}}{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{#switch:'''''†{{PAGENAMEBASE}}'''''|{{{1}}}|'''{{1x|1={{{1}}} }}'''|{{{2}}}|'''{{1x|1={{{2}}} }}'''|{{{3}}}|'''{{1x|1={{{3}}} }}'''|'''{{{4}}}'''=''{{PAGENAMEBASE}}''{{italic title}}|{{PAGENAMEBASE}} }} }} }}<noinclude>{{template doc}}</noinclude> fd2dfb0599c69d97f1aa2e283dd4eaffb8c9498b 10 25 49 48 2013-05-08T17:44:20Z Acwebadmin 1 1 revision wikitext text/x-wiki |- valign=top |(Unranked)||{{{taxon}}}<noinclude> [[Category:Taxobox templates]] [[eu:Txantiloi:Taxotaula infotaula]] [[ms:Templat:Taxobox norank entry]] </noinclude> bf95c1657a2a558755453b5c925188749e70b115 48 2013-03-13T11:07:20Z Addbot 0 [[User:Addbot|Bot:]] Migrating 5 interwiki links, now provided by [[Wikipedia:Wikidata|Wikidata]] on [[d:q6538456]] wikitext text/x-wiki |- valign=top |(Unranked)||{{{taxon}}}<noinclude> [[Category:Taxobox templates]] [[eu:Txantiloi:Taxotaula infotaula]] [[ms:Templat:Taxobox norank entry]] </noinclude> bf95c1657a2a558755453b5c925188749e70b115 10 22 43 42 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki ''{{{1|{{PAGENAME}}}}}''{{italic title}}<noinclude>[[Category:Taxobox templates]]</noinclude> 8838c1d59fbb359b9ddf0d1ed550032673c1fba4 42 2012-06-20T21:51:34Z WOSlinker 0 add cat wikitext text/x-wiki ''{{{1|{{PAGENAME}}}}}''{{italic title}}<noinclude>[[Category:Taxobox templates]]</noinclude> 8838c1d59fbb359b9ddf0d1ed550032673c1fba4 10 17 33 32 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {{GeneralTaxon|name={{{name|}}}| genus={{ucfirst:{{lc:{{{genus|}}} }} }}|displayName={{ucfirst:{{lc:{{{name}}}}}}} (''{{ucfirst:{{lc:{{{genus}}}}}}} {{lc:{{{species}}}}}'')| species={{lc:{{{species|}}} }}| biolibid={{{biolibid|}}}| eolid={{{eolid|}}} | gbifid={{{gbifid|}}}| iucnid={{{iucnid|}}} | type={{lc:{{{type}}}}} }}{{#switch: {{lc:{{{type|}}} }}|fish={{FishTaxon|name={{{name|}}}| displayName={{ucfirst:{{lc:{{{name}}}}}}} (''{{ucfirst:{{lc:{{{genus}}}}}}} {{lc:{{{species}}}}}'')| fishbolid={{{fishbolid|}}}| genus={{ucfirst:{{lc:{{{genus|}}} }} }}|species={{lc: {{{species|}}} }} }}|bird= |whale= |mammal=}}<noinclude> {{documentation}} </noinclude> eecc5c8c5d831b6339a2bf421202ffaa2c1666f4 32 2010-12-04T13:10:05Z WOSlinker 0 use FishTaxon template wikitext text/x-wiki {{GeneralTaxon|name={{{name|}}}| genus={{ucfirst:{{lc:{{{genus|}}} }} }}|displayName={{ucfirst:{{lc:{{{name}}}}}}} (''{{ucfirst:{{lc:{{{genus}}}}}}} {{lc:{{{species}}}}}'')| species={{lc:{{{species|}}} }}| biolibid={{{biolibid|}}}| eolid={{{eolid|}}} | gbifid={{{gbifid|}}}| iucnid={{{iucnid|}}} | type={{lc:{{{type}}}}} }}{{#switch: {{lc:{{{type|}}} }}|fish={{FishTaxon|name={{{name|}}}| displayName={{ucfirst:{{lc:{{{name}}}}}}} (''{{ucfirst:{{lc:{{{genus}}}}}}} {{lc:{{{species}}}}}'')| fishbolid={{{fishbolid|}}}| genus={{ucfirst:{{lc:{{{genus|}}} }} }}|species={{lc: {{{species|}}} }} }}|bird= |whale= |mammal=}}<noinclude> {{documentation}} </noinclude> eecc5c8c5d831b6339a2bf421202ffaa2c1666f4 10 76 151 150 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is used to link to external reference sources for [[taxon]], the idea is to have two parts, one common and one specific, i.e. for fish that is the first to be implemented there is links to [[FishBase]] and fishbol in the specific part for fish and lots of other general sites that should have data for all taxa in the common part. === Usage === <pre style="overflow:scroll;">{{Taxon |type = |name = (optional) |genus = |species = |biolibid = (optional) |eolid = (optional) |gbifid = (optional) |iucnid = (optional) < Fish specific, i.e. if type = fish> |fishbolid = (optional) }} </pre> * '''type''' is used to decide which parts that should be displayed, fish, plant, bird*, mammal*, whale* (*) not implemented yet * '''name''' is used only for decorating the box * '''genus''' is the genus of the taxon, see the taxobox * '''species''' is the species of the taxon, see the taxobox * '''biolibid''' is the BioLib ID, use [http://www.biolib.cz/en BioLib] and search for genus and species in the search box and press OK, look in the list and pick the correct species and use the <id> that is listed in the URL '''<nowiki>http://www.biolib.cz/en/taxon/id<id>/</nowiki>'''. * '''eolid''' is the Encyclopedia of Life ID, use [http://www.eol.org/ EOL] and search for the genus and species names in the search box and press find, click the correct taxon from the list and use the number that is listed instead of <id> in the URL: '''<nowiki>http://www.eol.org/pages/<id></nowiki>'''. * '''gbifid''' is the Global Biodiversity Information Facility ID, use [http://data.gbif.org/species/ GBIF], agree to the terms of use, and search for the genus and species names in the search box and press "search." Use the number that is listed instead of <id> in the url, '''<nowiki>http://data.gbif.org/species/<id>/</nowiki>'''. * '''iucnid''' is the redlist id, use [http://www.iucnredlist.org/ iucnredlist] to find the species and use the <id> from the URL '''<nowiki>http://www.iucnredlist.org/search/details.php/<id>/summ</nowiki>'''. * '''fishbolid''' is the Fish Barcode of Life Initiative ID from [http://www.fishbol.org/ Fish-BOL]. == Example == {{Taxon|type=fish|name=Tiger shark|genus=Galeocerdo|species=cuvier|iucnid=39378|eolid=206683|biolibid=138591}} === ToDo List === Feel free to help in anyway to update and improve this template. * <s>Would like to implement as sub templates, i.e. one for general structure, one for general links, one for fish links and so on. But have failed to nest templates .... </s> * <s>Need a type argument that would decide what specified links that should go into the second part of the box, like fishbase and fishbolid for fishes,</s> and I'm sure there are other specialised sites for birds, mammals, plans, bacteria and so on. * Should have a if {{{genus}}} and {{{species}}} for many arguments, use #expr I think. * In the example, the link goes to [http://www.eol.org/taxa/206683 http://www.eol.org/taxa/206683], which is broken. This is the proper link: [http://www.eol.org/pages/206683 http://www.eol.org/pages/206683]. Can someone fix this? --[[User:NessieVL|Nessie]] ([[User talk:NessieVL|talk]]) 21:01, 25 June 2010 (UTC) ** Fixed. --[[User:Stefan|Stefan]] [[User_talk:Stefan|^talk]] 23:52, 25 June 2010 (UTC) * The ITIS link only searches for animals. It should look for all kingdoms. --[[User:NessieVL|Nessie]] ([[User talk:NessieVL|talk]]) 21:01, 25 June 2010 (UTC) ** Fixed --[[User:Stefan|Stefan]] [[User_talk:Stefan|^talk]] 05:49, 26 June 2010 (UTC) === Sub templates === * {{tl|GeneralTaxon}} * {{tl|FishTaxon}} == See also == * {{tl|EOL}} * {{tl|TaxonIds}} * {{tl|Automatic taxobox}} <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Biology external link templates|{{PAGENAME}}]] [[Category:Taxobox templates]] </includeonly> 61302c2cab8b15d6f81df872d7984d6e7f5a1736 150 2012-02-10T14:58:26Z Mistress Selina Kyle 0 +[[Template:EOL]] wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> This template is used to link to external reference sources for [[taxon]], the idea is to have two parts, one common and one specific, i.e. for fish that is the first to be implemented there is links to [[FishBase]] and fishbol in the specific part for fish and lots of other general sites that should have data for all taxa in the common part. === Usage === <pre style="overflow:scroll;">{{Taxon |type = |name = (optional) |genus = |species = |biolibid = (optional) |eolid = (optional) |gbifid = (optional) |iucnid = (optional) < Fish specific, i.e. if type = fish> |fishbolid = (optional) }} </pre> * '''type''' is used to decide which parts that should be displayed, fish, plant, bird*, mammal*, whale* (*) not implemented yet * '''name''' is used only for decorating the box * '''genus''' is the genus of the taxon, see the taxobox * '''species''' is the species of the taxon, see the taxobox * '''biolibid''' is the BioLib ID, use [http://www.biolib.cz/en BioLib] and search for genus and species in the search box and press OK, look in the list and pick the correct species and use the <id> that is listed in the URL '''<nowiki>http://www.biolib.cz/en/taxon/id<id>/</nowiki>'''. * '''eolid''' is the Encyclopedia of Life ID, use [http://www.eol.org/ EOL] and search for the genus and species names in the search box and press find, click the correct taxon from the list and use the number that is listed instead of <id> in the URL: '''<nowiki>http://www.eol.org/pages/<id></nowiki>'''. * '''gbifid''' is the Global Biodiversity Information Facility ID, use [http://data.gbif.org/species/ GBIF], agree to the terms of use, and search for the genus and species names in the search box and press "search." Use the number that is listed instead of <id> in the url, '''<nowiki>http://data.gbif.org/species/<id>/</nowiki>'''. * '''iucnid''' is the redlist id, use [http://www.iucnredlist.org/ iucnredlist] to find the species and use the <id> from the URL '''<nowiki>http://www.iucnredlist.org/search/details.php/<id>/summ</nowiki>'''. * '''fishbolid''' is the Fish Barcode of Life Initiative ID from [http://www.fishbol.org/ Fish-BOL]. == Example == {{Taxon|type=fish|name=Tiger shark|genus=Galeocerdo|species=cuvier|iucnid=39378|eolid=206683|biolibid=138591}} === ToDo List === Feel free to help in anyway to update and improve this template. * <s>Would like to implement as sub templates, i.e. one for general structure, one for general links, one for fish links and so on. But have failed to nest templates .... </s> * <s>Need a type argument that would decide what specified links that should go into the second part of the box, like fishbase and fishbolid for fishes,</s> and I'm sure there are other specialised sites for birds, mammals, plans, bacteria and so on. * Should have a if {{{genus}}} and {{{species}}} for many arguments, use #expr I think. * In the example, the link goes to [http://www.eol.org/taxa/206683 http://www.eol.org/taxa/206683], which is broken. This is the proper link: [http://www.eol.org/pages/206683 http://www.eol.org/pages/206683]. Can someone fix this? --[[User:NessieVL|Nessie]] ([[User talk:NessieVL|talk]]) 21:01, 25 June 2010 (UTC) ** Fixed. --[[User:Stefan|Stefan]] [[User_talk:Stefan|^talk]] 23:52, 25 June 2010 (UTC) * The ITIS link only searches for animals. It should look for all kingdoms. --[[User:NessieVL|Nessie]] ([[User talk:NessieVL|talk]]) 21:01, 25 June 2010 (UTC) ** Fixed --[[User:Stefan|Stefan]] [[User_talk:Stefan|^talk]] 05:49, 26 June 2010 (UTC) === Sub templates === * {{tl|GeneralTaxon}} * {{tl|FishTaxon}} == See also == * {{tl|EOL}} * {{tl|TaxonIds}} * {{tl|Automatic taxobox}} <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Biology external link templates|{{PAGENAME}}]] [[Category:Taxobox templates]] </includeonly> 61302c2cab8b15d6f81df872d7984d6e7f5a1736 10 311 621 620 2013-05-08T17:45:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifexist:Template:Taxonomy/{{{taxon}}}|{{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }}|{{#if:{{{taxon|}}} |{{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload create one more page] and this template will be ready to go. |{{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/? click here] to reset the page code.}} }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 66591c376bd3f5d27249e42a16c391ecd66c2a5e 620 2011-03-18T02:18:44Z Smith609 0 Preload wikitext text/x-wiki {{#ifexist:Template:Taxonomy/{{{taxon}}}|{{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }}|{{#if:{{{taxon|}}} |{{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload create one more page] and this template will be ready to go. |{{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/? click here] to reset the page code.}} }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 66591c376bd3f5d27249e42a16c391ecd66c2a5e 10 11 21 20 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?}}&preload=Template:Taxonomy/preload/? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/?? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> b395a13cac18828b8f45eda779f493b52ce5aeeb 20 2011-03-18T02:20:44Z Smith609 0 Correct placement of 0 wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?}}&preload=Template:Taxonomy/preload/? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/?? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> b395a13cac18828b8f45eda779f493b52ce5aeeb 10 41 81 80 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/?? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?}}&preload=Template:Taxonomy/preload/?? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/??? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 6a88b0b90919fee522b594f17f3ad1112b1a6c95 80 2012-11-24T22:04:42Z Bob the Wikipedian 0 wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/?? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?}}&preload=Template:Taxonomy/preload/?? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/??? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 6a88b0b90919fee522b594f17f3ad1112b1a6c95 10 40 79 78 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/??? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?/?}}&preload=Template:Taxonomy/preload/??? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/???? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 169befd151d4da4ea8e8a6e36acaaddc6566f30f 78 2012-11-24T22:04:27Z Bob the Wikipedian 0 wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/??? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?/?}}&preload=Template:Taxonomy/preload/??? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/???? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> 169befd151d4da4ea8e8a6e36acaaddc6566f30f 10 42 83 82 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/?/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/???? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?/?/?}}&preload=Template:Taxonomy/preload/???? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/????? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> a19a30b6f597b6119117af909a44346b39aea4aa 82 2012-11-24T22:16:05Z Bob the Wikipedian 0 [[WP:AES|←]]Created page with '{{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine ...' wikitext text/x-wiki {{#switch:{{#ifexist:Template:Taxonomy/{{{taxon}}}|1}}{{#ifexist:Template:Taxonomy/{{{taxon}}}/?/?/?/?|2}}{{#if:{{{taxon|}}}||0}} |12={{taxon variant {{{machine code|}}} |same as={{{taxon}}} |is taxon={{{list taxon|1}}} |parent={{Taxonomy/{{{taxon}}}|machine code=parent}}/?/?/?/? |{{Taxonomy/{{{taxon}}}|machine code=link_text}} (?) }} |2={{Error|Nearly there.}} You just need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}}}&preload=Template:Taxonomy/preload/???? create a page] and this template will be ready to go. |1|={{error|You're almost there.}} You need to [http://en.wikipedia.org/w/index.php?action=edit&title=Template:taxonomy/{{urlencode:{{{taxon}}}/?/?/?/?}}&preload=Template:Taxonomy/preload/???? create another page] to get this taxon going. |0={{Error|Whoops.}} You need to specify a {{para|taxon}} parameter. Perhaps you meant "{{para|taxon|{{#titleparts:{{PAGENAME}}|-1|2}} }}"? {{#ifexist:{{FULLPAGENAME}}||You can [http://en.wikipedia.org/w/index.php?title={{urlencode:{{FULLPAGENAME}}}}&action=edit&preload=Template:Taxonomy/preload/????? click here] to reset the page code. }} }}<noinclude> [[Category:Taxobox templates]] </noinclude> a19a30b6f597b6119117af909a44346b39aea4aa 10 18 35 34 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki {| class="infobox plainlinks" style="width: 22em; font-size: 88%; line-height: 1.5em" |- !colspan="2" style="background: #ffdead;"| External identifiers for {{#if: {{{name|}}}|{{{name}}}|{{#if: {{{wikispecies|}}}|''{{{wikispecies}}}''|''{{PAGENAME}}''}} }} |- {{#if: {{{eol|}}} | {{!}}style="background: #ccc;" {{!}} [[Encyclopedia of Life]] {{!}}{{!}} [http://www.eol.org/pages/{{{eol}}} {{{eol}}}] {{!}}- }} {{#if: {{{gbif|}}} | {{!}}style="background: #ccc;" {{!}} [[Global Biodiversity Information Facility|GBIF]] {{!}}{{!}} [http://data.gbif.org/species/{{{gbif}}} {{{gbif}}}] {{!}}- }} {{#if: {{{itis|}}} | {{!}}style="background: #ccc;" {{!}} [[Integrated Taxonomic Information System|ITIS]] {{!}}{{!}} [http://www.itis.gov/servlet/SingleRpt/SingleRpt?search_topic=TSN&search_value={{{itis}}} {{{itis}}}] {{!}}- }} {{#if: {{{ncbi|}}} | {{!}}style="background: #ccc;"{{!}} [[National Center for Biotechnology Information|NCBI]] {{!}}{{!}} [http://www.ncbi.nlm.nih.gov/Taxonomy/Browser/wwwtax.cgi?mode=Info&id={{{ncbi}}} {{{ncbi}}}] {{!}}- }} {{#if: {{{worms|}}} | {{!}}style="background: #ccc;" {{!}} [[World Register of Marine Species|WoRMS]] {{!}}{{!}} [http://www.marinespecies.org/aphia.php?p=taxdetails&id={{{worms}}} {{{worms}}}] {{!}}- }} {{#if: {{{paleodb|}}} | {{!}}style="background: #ccc;" {{!}} [[Paleobiology Database]] {{!}}{{!}} [http://paleodb.org/cgi-bin/bridge.pl?action=basicTaxonInfo&taxon_no={{{paleodb}}} {{{paleodb}}}] {{!}}- }} {{#if: {{{wikispecies|}}}{{{others|}}} | {{!}}colspan="2" {{!}} Also found in: {{#if: {{{wikispecies|}}}|[[wikispecies:{{{wikispecies}}}|Wikispecies]]{{#if: {{{others|}}}|,|}}|}} {{#if: {{{others|}}}|{{{others}}}|}} }} {{#if: {{{ncbi|}}}{{{itis|}}}{{{eol|}}}{{{worms|}}}{{{wikispecies|}}}{{{paleodb|}}}{{{others|}}} || {{!}}style="background: #ccc;" colspan="2" {{!}} No identifiers entered. Please edit this page and add some. }} |}<noinclude>{{documentation}}</noinclude> 940d03b6c4fd90d05d1e774bfbaaa3053ff69035 34 2012-08-05T11:10:40Z TheDJ 0 we no longer need sec link auto anymore now that we have protocol relative urls. wikitext text/x-wiki {| class="infobox plainlinks" style="width: 22em; font-size: 88%; line-height: 1.5em" |- !colspan="2" style="background: #ffdead;"| External identifiers for {{#if: {{{name|}}}|{{{name}}}|{{#if: {{{wikispecies|}}}|''{{{wikispecies}}}''|''{{PAGENAME}}''}} }} |- {{#if: {{{eol|}}} | {{!}}style="background: #ccc;" {{!}} [[Encyclopedia of Life]] {{!}}{{!}} [http://www.eol.org/pages/{{{eol}}} {{{eol}}}] {{!}}- }} {{#if: {{{gbif|}}} | {{!}}style="background: #ccc;" {{!}} [[Global Biodiversity Information Facility|GBIF]] {{!}}{{!}} [http://data.gbif.org/species/{{{gbif}}} {{{gbif}}}] {{!}}- }} {{#if: {{{itis|}}} | {{!}}style="background: #ccc;" {{!}} [[Integrated Taxonomic Information System|ITIS]] {{!}}{{!}} [http://www.itis.gov/servlet/SingleRpt/SingleRpt?search_topic=TSN&search_value={{{itis}}} {{{itis}}}] {{!}}- }} {{#if: {{{ncbi|}}} | {{!}}style="background: #ccc;"{{!}} [[National Center for Biotechnology Information|NCBI]] {{!}}{{!}} [http://www.ncbi.nlm.nih.gov/Taxonomy/Browser/wwwtax.cgi?mode=Info&id={{{ncbi}}} {{{ncbi}}}] {{!}}- }} {{#if: {{{worms|}}} | {{!}}style="background: #ccc;" {{!}} [[World Register of Marine Species|WoRMS]] {{!}}{{!}} [http://www.marinespecies.org/aphia.php?p=taxdetails&id={{{worms}}} {{{worms}}}] {{!}}- }} {{#if: {{{paleodb|}}} | {{!}}style="background: #ccc;" {{!}} [[Paleobiology Database]] {{!}}{{!}} [http://paleodb.org/cgi-bin/bridge.pl?action=basicTaxonInfo&taxon_no={{{paleodb}}} {{{paleodb}}}] {{!}}- }} {{#if: {{{wikispecies|}}}{{{others|}}} | {{!}}colspan="2" {{!}} Also found in: {{#if: {{{wikispecies|}}}|[[wikispecies:{{{wikispecies}}}|Wikispecies]]{{#if: {{{others|}}}|,|}}|}} {{#if: {{{others|}}}|{{{others}}}|}} }} {{#if: {{{ncbi|}}}{{{itis|}}}{{{eol|}}}{{{worms|}}}{{{wikispecies|}}}{{{paleodb|}}}{{{others|}}} || {{!}}style="background: #ccc;" colspan="2" {{!}} No identifiers entered. Please edit this page and add some. }} |}<noinclude>{{documentation}}</noinclude> 940d03b6c4fd90d05d1e774bfbaaa3053ff69035 10 80 159 158 2013-05-08T17:44:26Z Acwebadmin 1 1 revision wikitext text/x-wiki {{TaxonIds |wikispecies=Mus musculus |ncbi=10090 |eol=328450 |itis=180366 |others=[http://arctos.database.museum/name/Mus%20musculus Arctos] }} The TaxonIds template summarizes taxonomical identifiers for use in the "External links" section of pages describing [[taxon|taxa]]. We currently support the following fields: {|class="wikitable" !Identifier !Database |- |<tt>wikispecies</tt> |The page name on [[WikiSpecies]]. |- |<tt>name</tt> |The taxon name. This will default to the page name if not provided, or the Wikispecies link if that is provided, and is automatically italicised. Higher taxa (families and above) should have this field set to prevent the taxon name appearing in italics. It should also be set where the Wikispecies link contains a disambiguation term (''e.g.'' use <code><nowiki>name=''Iris orientalis''</nowiki></code> if the Wikispecies page is "[[:species:Iris orientalis (Tarachodidae)|''Iris orientalis'' (Tarachodidae)]]"). |- |<tt>ncbi</tt> |The [[National Center for Biotechnology Information|NCBI]] Taxonomy identifier. |- |<tt>eol</tt> |The [[Encyclopedia of Life]] identifier. |- |<tt>itis</tt> |The [[Integrated Taxonomic Information System]] identifier. |- |<tt>worms</tt> |The [[World Register of Marine Species]] identifier. |- |<tt>gbif</tt> |The [[Global Biodiversity Information Facility]] identifier. |- |<tt>paleodb</tt> |The [[Paleobiology Database]] identifier. |- |<tt>others</tt> |Links to any other databases. For example, you could set this to: <tt><nowiki>[http://arctos.database.museum/name/Mus%20musculus Arctos]</nowiki></tt>. |} For examples, see [[Template:TaxonIds/examples|the examples page]]. For now, you can check ''[[Special:WhatLinksHere/Template:TaxonIds|What links here]]'' (or the external [http://toolserver.org/~jarry/templatecount/index.php?lang=en&name=Template%3ATaxonIds#bottom transclusion count] tool) to see which pages use this template. ===Which databases should we include?=== {{main|List of biodiversity databases}} * The database identifier must state the identifier on this page, indicating that the identifier itself is uniquely used to identify this entry. * A database should encompass a certain number of species to be included here. ===Design notes=== * This template must support taxa at all levels: species names, family names, kingdoms, ''et al''. * At some point, we should encode the ids into a short string where it can be read automatically. ==See also== *{{tl|EOL}} *{{tl|Taxon}} *{{tl|automatic taxobox}} <includeonly> [[Category:Biology external link templates]] [[Category:Taxobox templates]] [[mk:Шаблон:TaxonIds]] </includeonly> f7aa72130e96c23de5001ee32211b7e294ac7c5a 158 2012-10-05T06:33:15Z Bjankuloski06en 0 mk wikitext text/x-wiki {{TaxonIds |wikispecies=Mus musculus |ncbi=10090 |eol=328450 |itis=180366 |others=[http://arctos.database.museum/name/Mus%20musculus Arctos] }} The TaxonIds template summarizes taxonomical identifiers for use in the "External links" section of pages describing [[taxon|taxa]]. We currently support the following fields: {|class="wikitable" !Identifier !Database |- |<tt>wikispecies</tt> |The page name on [[WikiSpecies]]. |- |<tt>name</tt> |The taxon name. This will default to the page name if not provided, or the Wikispecies link if that is provided, and is automatically italicised. Higher taxa (families and above) should have this field set to prevent the taxon name appearing in italics. It should also be set where the Wikispecies link contains a disambiguation term (''e.g.'' use <code><nowiki>name=''Iris orientalis''</nowiki></code> if the Wikispecies page is "[[:species:Iris orientalis (Tarachodidae)|''Iris orientalis'' (Tarachodidae)]]"). |- |<tt>ncbi</tt> |The [[National Center for Biotechnology Information|NCBI]] Taxonomy identifier. |- |<tt>eol</tt> |The [[Encyclopedia of Life]] identifier. |- |<tt>itis</tt> |The [[Integrated Taxonomic Information System]] identifier. |- |<tt>worms</tt> |The [[World Register of Marine Species]] identifier. |- |<tt>gbif</tt> |The [[Global Biodiversity Information Facility]] identifier. |- |<tt>paleodb</tt> |The [[Paleobiology Database]] identifier. |- |<tt>others</tt> |Links to any other databases. For example, you could set this to: <tt><nowiki>[http://arctos.database.museum/name/Mus%20musculus Arctos]</nowiki></tt>. |} For examples, see [[Template:TaxonIds/examples|the examples page]]. For now, you can check ''[[Special:WhatLinksHere/Template:TaxonIds|What links here]]'' (or the external [http://toolserver.org/~jarry/templatecount/index.php?lang=en&name=Template%3ATaxonIds#bottom transclusion count] tool) to see which pages use this template. ===Which databases should we include?=== {{main|List of biodiversity databases}} * The database identifier must state the identifier on this page, indicating that the identifier itself is uniquely used to identify this entry. * A database should encompass a certain number of species to be included here. ===Design notes=== * This template must support taxa at all levels: species names, family names, kingdoms, ''et al''. * At some point, we should encode the ids into a short string where it can be read automatically. ==See also== *{{tl|EOL}} *{{tl|Taxon}} *{{tl|automatic taxobox}} <includeonly> [[Category:Biology external link templates]] [[Category:Taxobox templates]] [[mk:Шаблон:TaxonIds]] </includeonly> f7aa72130e96c23de5001ee32211b7e294ac7c5a 10 354 707 706 2013-05-08T17:45:54Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{species list/core|{{1x|{{{1|}}}}}|{{1x|{{{2|}}}}}|{{1x|{{{3|}}}}}|{{1x|{{{4|}}}}}|{{1x|{{{5|}}}}}|{{1x|{{{6|}}}}}|{{1x|{{{7|}}}}}|{{1x|{{{8|}}}}}|{{1x|{{{9|}}}}}|{{1x|{{{10|}}}}}|{{1x|{{{11|}}}}}|{{1x|{{{12|}}}}}|{{1x|{{{13|}}}}}|{{1x|{{{14|}}}}}|{{1x|{{{15|}}}}}|{{1x|{{{16|}}}}}|{{1x|{{{17|}}}}}|{{1x|{{{18|}}}}}|{{1x|{{{19|}}}}}|{{1x|{{{20|}}}}}|{{1x|{{{21|}}}}}|{{1x|{{{22|}}}}}|{{1x|{{{23|}}}}}|{{1x|{{{24|}}}}}|{{1x|{{{25|}}}}}|{{1x|{{{26|}}}}}|{{1x|{{{27|}}}}}|{{1x|{{{28|}}}}}|{{1x|{{{29|}}}}}|{{1x|{{{30|}}}}}|{{1x|{{{31|}}}}}|{{1x|{{{32|}}}}}|{{1x|{{{33|}}}}}|{{1x|{{{34|}}}}}|{{1x|{{{35|}}}}}|{{1x|{{{36|}}}}}|{{1x|{{{37|}}}}}|{{1x|{{{38|}}}}}|{{1x|{{{39|}}}}}|{{1x|{{{40|}}}}}|incomplete={{{incomplete|}}}}}</includeonly><noinclude>{{documentation|Template:Species list/doc}} </noinclude> 42f0522f2e6cadcd5cd83cb4830e9101ea606608 706 2013-03-29T06:25:08Z DixonDBot 0 Migrating 1 interwiki links, now provided by [[Wikipedia:Wikidata|Wikidata]] on [[d:Q7348555]] wikitext text/x-wiki <includeonly>{{species list/core|{{1x|{{{1|}}}}}|{{1x|{{{2|}}}}}|{{1x|{{{3|}}}}}|{{1x|{{{4|}}}}}|{{1x|{{{5|}}}}}|{{1x|{{{6|}}}}}|{{1x|{{{7|}}}}}|{{1x|{{{8|}}}}}|{{1x|{{{9|}}}}}|{{1x|{{{10|}}}}}|{{1x|{{{11|}}}}}|{{1x|{{{12|}}}}}|{{1x|{{{13|}}}}}|{{1x|{{{14|}}}}}|{{1x|{{{15|}}}}}|{{1x|{{{16|}}}}}|{{1x|{{{17|}}}}}|{{1x|{{{18|}}}}}|{{1x|{{{19|}}}}}|{{1x|{{{20|}}}}}|{{1x|{{{21|}}}}}|{{1x|{{{22|}}}}}|{{1x|{{{23|}}}}}|{{1x|{{{24|}}}}}|{{1x|{{{25|}}}}}|{{1x|{{{26|}}}}}|{{1x|{{{27|}}}}}|{{1x|{{{28|}}}}}|{{1x|{{{29|}}}}}|{{1x|{{{30|}}}}}|{{1x|{{{31|}}}}}|{{1x|{{{32|}}}}}|{{1x|{{{33|}}}}}|{{1x|{{{34|}}}}}|{{1x|{{{35|}}}}}|{{1x|{{{36|}}}}}|{{1x|{{{37|}}}}}|{{1x|{{{38|}}}}}|{{1x|{{{39|}}}}}|{{1x|{{{40|}}}}}|incomplete={{{incomplete|}}}}}</includeonly><noinclude>{{documentation|Template:Species list/doc}} </noinclude> 42f0522f2e6cadcd5cd83cb4830e9101ea606608 10 368 735 734 2013-05-08T17:45:58Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{NAMESPACE}}|{{#ifexist:Template:Taxonomy/{{{same as}}}|{{taxonomy key| | parent={{{parent|{{{{#titleparts:{{PAGENAME}}|2|1}} | machine code = parent}} }}} | rank={{{rank|{{ {{#titleparts:{{PAGENAME}}|2|1}}|machine code=rank }} }}} | link={{{link|{{ {{#titleparts:{{PAGENAME}}|2|1}}|machine code=plain link text}} }}} | link_target={{{link target|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = link target }} }}} | extinct={{{extinct|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = extinct }} }}} | always_display={{{always_display|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = always_display }} }}} | refs={{{refs|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = refs }} }}} | 1={{#titleparts:{{PAGENAME}}|1|2}} }}|{{#if:{{{same as|}}} |{{error|Nearly there.}} There's just one thing: nothing exists at [[Template:Taxonomy/{{{same as}}}]] yet. You'll need to [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy/{{urlencode:{{{same as}}}}}&action=edit&preload=Template:Taxonomy/{{taxonomy preload|{{{same as}}} }} click here and create taxonomic information for "{{{same as}}}"] so that this current page has something to refer to. |{{error|Whoops.}} You need to include the code {{para|same as}}. Set this to the name of the taxon that this "dummy taxon" ({{FULLPAGENAME}}) should replicate: for example, "{{para|same as|{{#titleparts:{{PAGENAME}}|1|2}} }}". }}<!--End #if:{{{same as}}} -->}}<!--End #ifexist: -->}}</includeonly><noinclude>{{documentation}}</noinclude> 901b22edc04423d554e00e6123f8fcfe6a2308e3 734 2011-03-18T02:00:05Z Smith609 0 Undid revision 419398304 - no difference wikitext text/x-wiki <includeonly>{{#if:{{NAMESPACE}}|{{#ifexist:Template:Taxonomy/{{{same as}}}|{{taxonomy key| | parent={{{parent|{{{{#titleparts:{{PAGENAME}}|2|1}} | machine code = parent}} }}} | rank={{{rank|{{ {{#titleparts:{{PAGENAME}}|2|1}}|machine code=rank }} }}} | link={{{link|{{ {{#titleparts:{{PAGENAME}}|2|1}}|machine code=plain link text}} }}} | link_target={{{link target|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = link target }} }}} | extinct={{{extinct|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = extinct }} }}} | always_display={{{always_display|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = always_display }} }}} | refs={{{refs|{{ {{#titleparts:{{PAGENAME}}|2|1}} | machine code = refs }} }}} | 1={{#titleparts:{{PAGENAME}}|1|2}} }}|{{#if:{{{same as|}}} |{{error|Nearly there.}} There's just one thing: nothing exists at [[Template:Taxonomy/{{{same as}}}]] yet. You'll need to [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy/{{urlencode:{{{same as}}}}}&action=edit&preload=Template:Taxonomy/{{taxonomy preload|{{{same as}}} }} click here and create taxonomic information for "{{{same as}}}"] so that this current page has something to refer to. |{{error|Whoops.}} You need to include the code {{para|same as}}. Set this to the name of the taxon that this "dummy taxon" ({{FULLPAGENAME}}) should replicate: for example, "{{para|same as|{{#titleparts:{{PAGENAME}}|1|2}} }}". }}<!--End #if:{{{same as}}} -->}}<!--End #ifexist: -->}}</includeonly><noinclude>{{documentation}}</noinclude> 901b22edc04423d554e00e6123f8fcfe6a2308e3 10 73 145 144 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This is a placeholder template that returns a taxonomy key. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> ad56f11d05466931307681bc2767f293f67a1b94 144 2011-01-28T22:21:59Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This is a placeholder template that returns a taxonomy key. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> ad56f11d05466931307681bc2767f293f67a1b94 10 12 23 22 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{NAMESPACE}}|{{taxonomy key| | parent={{{parent|{{subst:get parent|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | rank={{{rank|{{subst:get rank|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | link={{{link|{{subst:get link|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | link_target={{{link target|{{subst:get link target|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | extinct={{{extinct|{{subst:get extinct|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | always_display={{{always_display|{{subst:get always display|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | ref={{{ref|{{subst:get ref|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | 1={{#titleparts:{{PAGENAME}}|1|2}} }} }}</includeonly><noinclude>{{documentation}}</noinclude> 8d4a9af90d163aa1051c3f4fd378e5326945b4a8 22 2011-03-05T01:49:29Z Smith609 0 subst "Get xxx" wikitext text/x-wiki <includeonly>{{#if:{{NAMESPACE}}|{{taxonomy key| | parent={{{parent|{{subst:get parent|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | rank={{{rank|{{subst:get rank|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | link={{{link|{{subst:get link|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | link_target={{{link target|{{subst:get link target|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | extinct={{{extinct|{{subst:get extinct|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | always_display={{{always_display|{{subst:get always display|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | ref={{{ref|{{subst:get ref|{{#titleparts:{{PAGENAME}}|1|2}} }} }}} | 1={{#titleparts:{{PAGENAME}}|1|2}} }} }}</includeonly><noinclude>{{documentation}}</noinclude> 8d4a9af90d163aa1051c3f4fd378e5326945b4a8 10 319 637 636 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}| {{#switch:{{{1}}} |{{{override}}}={{{with}}} |{{{override 1}}}={{{with 1}}} |{{{override 2}}}={{{with 2}}} |{{{override 3}}}={{{with 3}}} |{{{override 4}}}={{{with 4}}} |#default={{get {{{1}}}/1|{{{taxon|}}} }} }} |{{taxonomy key|{{#titleparts:{{PAGENAME}}|1|2}} }} }}</includeonly><noinclude>{{documentation|Template:Taxon variant/doc}}</noinclude> 2f04ce117ded444e5070e08cc70c8593d010df10 636 2010-12-07T22:57:41Z Smith609 0 [[WP:AES|←]]Created page with '<includeonly>{{#if:{{{1|}}}| {{#switch:{{{1}}} |{{{override}}}={{{with}}} |{{{override 1}}}={{{with 1}}} |{{{override 2}}}={{{with 2}}} |{{{override 3}}}={{{with 3}...' wikitext text/x-wiki <includeonly>{{#if:{{{1|}}}| {{#switch:{{{1}}} |{{{override}}}={{{with}}} |{{{override 1}}}={{{with 1}}} |{{{override 2}}}={{{with 2}}} |{{{override 3}}}={{{with 3}}} |{{{override 4}}}={{{with 4}}} |#default={{get {{{1}}}/1|{{{taxon|}}} }} }} |{{taxonomy key|{{#titleparts:{{PAGENAME}}|1|2}} }} }}</includeonly><noinclude>{{documentation|Template:Taxon variant/doc}}</noinclude> 2f04ce117ded444e5070e08cc70c8593d010df10 10 401 801 800 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{always_display|{{taxonomy/{{{same as}}}|machine code=always_display}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 02d05bcc530b1812ae7838f2a588e7b005f2c10d 800 2012-04-22T20:26:49Z AGK 0 Changed protection level of Template:Taxon variant always display: [[Wikipedia:High-risk templates|Highly-visible template]] (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{{always_display|{{taxonomy/{{{same as}}}|machine code=always_display}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 02d05bcc530b1812ae7838f2a588e7b005f2c10d 10 8 15 14 2013-05-08T17:44:18Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#if:{{{extinct|{{taxonomy/{{{same as}}}|machine code=extinct}} }}}|&dagger;&nbsp;}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> c7fe592baf305cca0f6ff18c0d21f07bfeb800c0 14 2012-09-30T17:28:27Z Nnemo 0 wikitext text/x-wiki {{#if:{{{extinct|{{taxonomy/{{{same as}}}|machine code=extinct}} }}}|&dagger;&nbsp;}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> c7fe592baf305cca0f6ff18c0d21f07bfeb800c0 10 292 583 582 2013-05-08T17:44:57Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{extinct|{{taxonomy/{{{same as}}}|machine code=extinct}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> f6e1ce51acb856def5c4af1363d79bce85d35a37 582 2010-12-18T19:11:47Z Smith609 0 machine code= wikitext text/x-wiki {{{extinct|{{taxonomy/{{{same as}}}|machine code=extinct}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> f6e1ce51acb856def5c4af1363d79bce85d35a37 10 293 585 584 2013-05-08T17:44:57Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{is taxon|}}}<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> e095f3d746e803b6b1aa7e8266d5db50c81b9f76 584 2011-01-20T21:22:33Z Smith609 0 Allow override by passing v wikitext text/x-wiki {{{is taxon|}}}<noinclude>{{documentation|Template:Is taxon/doc}}</noinclude> e095f3d746e803b6b1aa7e8266d5db50c81b9f76 10 345 689 688 2013-05-08T17:45:52Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxon variant link target|link={{{link|}}}|same as={{{same as}}} }}|{{taxon variant link text|extinct={{{extinct|{{Taxonomy/{{{same as}}}|machine code=extinct}} }}}|link={{{link|{{Taxonomy/{{{same as}}}|machine code=link target}} }}}|1={{{1|{{Taxonomy/{{{same as}}}|machine code=plain link text}} }}}|same as={{{same as}}} }}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 01b0a05332b57e436c53270f2e13a84e6c9d35af 688 2012-04-23T10:36:37Z AGK 0 Protected Template:Taxon variant link: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{taxon variant link target|link={{{link|}}}|same as={{{same as}}} }}|{{taxon variant link text|extinct={{{extinct|{{Taxonomy/{{{same as}}}|machine code=extinct}} }}}|link={{{link|{{Taxonomy/{{{same as}}}|machine code=link target}} }}}|1={{{1|{{Taxonomy/{{{same as}}}|machine code=plain link text}} }}}|same as={{{same as}}} }}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 01b0a05332b57e436c53270f2e13a84e6c9d35af 10 344 687 686 2013-05-08T17:45:51Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{link_target|{{taxonomy/{{{same as}}}|machine code=link_target}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6445026f87e29b79d8635cc3f38178a67953956d 686 2012-04-23T10:36:35Z AGK 0 Protected Template:Taxon variant link target: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{{link_target|{{taxonomy/{{{same as}}}|machine code=link_target}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 6445026f87e29b79d8635cc3f38178a67953956d 10 346 691 690 2013-05-08T17:45:52Z Acwebadmin 1 1 revision wikitext text/x-wiki <!-- The extinction dagger will be generated in the "plain link text", so doesn't need adding again here. -->{{{1|{{{link|{{Taxonomy/{{{same as}}}|machine code=plain link text}} }}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> b0d23f14484129899bd79c8b47722d34aa3252c8 690 2012-04-23T10:36:37Z AGK 0 Protected Template:Taxon variant link text: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <!-- The extinction dagger will be generated in the "plain link text", so doesn't need adding again here. -->{{{1|{{{link|{{Taxonomy/{{{same as}}}|machine code=plain link text}} }}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> b0d23f14484129899bd79c8b47722d34aa3252c8 10 151 301 300 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{parent|{{taxonomy/{{{same as}}}|machine code=parent}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 96ecd241aff47e780a1ce9c63bfdfe6a2a1d57cd 300 2011-06-20T13:15:58Z Closedmouth 0 Protected Template:Taxon variant parent: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{parent|{{taxonomy/{{{same as}}}|machine code=parent}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 96ecd241aff47e780a1ce9c63bfdfe6a2a1d57cd 10 347 693 692 2013-05-08T17:45:52Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{1|{{{link|{{taxonomy/{{{same as}}}|machine code=plain link text}} }}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> b9a026a31263c6f07e088139605a6d4c2c670ef9 692 2010-12-18T20:51:10Z Smith609 0 [[WP:AES|←]]Created page with '{{{1|{{{link|{{taxonomy/{{{same as}}}|machine code=plain link text}} }}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude>' wikitext text/x-wiki {{{1|{{{link|{{taxonomy/{{{same as}}}|machine code=plain link text}} }}}}}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> b9a026a31263c6f07e088139605a6d4c2c670ef9 10 402 803 802 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{rank|{{taxonomy/{{{same as}}}|machine code=rank}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 53f77a6a3e75520d4c04608818df1440f784dd06 802 2011-06-20T08:04:11Z Closedmouth 0 Protected Template:Taxon variant rank: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{{rank|{{taxonomy/{{{same as}}}|machine code=rank}} }}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> 53f77a6a3e75520d4c04608818df1440f784dd06 10 348 695 694 2013-05-08T17:45:52Z Acwebadmin 1 1 revision wikitext text/x-wiki {{{refs|}}} '''References for [[Template:Taxonomy/{{{same as|}}}|{{{same as|{{error|{{para|same as|unspecified!}} }} }}}]]:'''<br /> {{taxonomy/{{{same as}}}|machine code=refs}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> e36550ba17085c6c0b37fe2d9fa8c5f17eda7250 694 2011-03-17T13:42:04Z Smith609 0 Include references for ../ whatever. wikitext text/x-wiki {{{refs|}}} '''References for [[Template:Taxonomy/{{{same as|}}}|{{{same as|{{error|{{para|same as|unspecified!}} }} }}}]]:'''<br /> {{taxonomy/{{{same as}}}|machine code=refs}}<noinclude>{{documentation|Template:Don't edit this line/doc}}</noinclude> e36550ba17085c6c0b37fe2d9fa8c5f17eda7250 10 238 475 474 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{#if:{{{rank|}}}|<!-- Cell stating the rank: --> {{!}} {{ucfirst:{{lc:{{anglicise rank| {{{rank|}}} }} }} }}:<!-- Cell stating the taxon's name, italicized if necessary, with authority: --> {{!}} <span class="{{lc:{{anglicise rank|{{{rank}}} }} }}" style="white-space:nowrap;">{{#switch:{{lc:{{{rank}}} }} |genus|ichnogenus|oogenus|subgenus|ichnosubgenus|oosubgenus|sectio|subsectio|series|subseries|species|ichnospecies|oospecies|subspecies|ichnosubspecies|oosubspecies=''{{{link}}}'' |{{{link}}} }}</span>{{#if:{{{auth|}}} |<br /><small>{{{auth}}}</small>}} {{!}}- }}</includeonly><noinclude>{{documentation}}</noinclude> 54b76cdad477dd84804b2d2be7f774243ff5f6a8 474 2011-12-22T15:02:32Z Rkitko 0 adding parameters to automatically italicize per [[Wikipedia_talk:PLANTS#Italicization_of_sub-generic_ranks]] wikitext text/x-wiki <includeonly>{{#if:{{{rank|}}}|<!-- Cell stating the rank: --> {{!}} {{ucfirst:{{lc:{{anglicise rank| {{{rank|}}} }} }} }}:<!-- Cell stating the taxon's name, italicized if necessary, with authority: --> {{!}} <span class="{{lc:{{anglicise rank|{{{rank}}} }} }}" style="white-space:nowrap;">{{#switch:{{lc:{{{rank}}} }} |genus|ichnogenus|oogenus|subgenus|ichnosubgenus|oosubgenus|sectio|subsectio|series|subseries|species|ichnospecies|oospecies|subspecies|ichnosubspecies|oosubspecies=''{{{link}}}'' |{{{link}}} }}</span>{{#if:{{{auth|}}} |<br /><small>{{{auth}}}</small>}} {{!}}- }}</includeonly><noinclude>{{documentation}}</noinclude> 54b76cdad477dd84804b2d2be7f774243ff5f6a8 10 60 119 118 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki {Placeholder {{error|error message}}. <noinclude> {{for|a list of templates in the "Template:Taxonomy/" namespace|Special:PrefixIndex/Template:Taxonomy/}} This template is for example called by [[Template:Get regnum]] through [[Template:Get regnum/1]], because the parent of "Life" gives the empty string. For example: *<code><nowiki>{{t^4|{{t^8|{{t^^|{{t^|{{t^16|{{t^|Columbidae }} }} }} }} }} }}</nowiki></code> gives "{{t^4|{{t^8|{{t^^|{{t^|{{t^16|{{t^|Columbidae }} }} }} }} }} }}". * Deleting this placeholder template will raise false errors with [[Template:Taxobox]], through [[Template:Taxobox/taxonomy cell]]. The content of this template must begin with a brace for proper functioning.</noinclude> 286185c30c445b0191c25d235f0fb2a6b35c758c 118 2012-06-17T13:08:31Z Ucucha 0 [[Help:Reverting|Reverted]] edits by [[Special:Contributions/Ucucha|Ucucha]] ([[User talk:Ucucha|talk]]) to last version by Foxj wikitext text/x-wiki {Placeholder {{error|error message}}. <noinclude> {{for|a list of templates in the "Template:Taxonomy/" namespace|Special:PrefixIndex/Template:Taxonomy/}} This template is for example called by [[Template:Get regnum]] through [[Template:Get regnum/1]], because the parent of "Life" gives the empty string. For example: *<code><nowiki>{{t^4|{{t^8|{{t^^|{{t^|{{t^16|{{t^|Columbidae }} }} }} }} }} }}</nowiki></code> gives "{{t^4|{{t^8|{{t^^|{{t^|{{t^16|{{t^|Columbidae }} }} }} }} }} }}". * Deleting this placeholder template will raise false errors with [[Template:Taxobox]], through [[Template:Taxobox/taxonomy cell]]. The content of this template must begin with a brace for proper functioning.</noinclude> 286185c30c445b0191c25d235f0fb2a6b35c758c 10 121 241 240 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=genus |link=Acacia |parent=Acacieae }} dbc8ef113a4598d9645af7e10e17b74194b5ef41 240 2010-12-27T02:01:39Z Rkitko 0 Undid revision 404387198 by [[Special:Contributions/Rkitko|Rkitko]] ([[User talk:Rkitko|talk]]) not here wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=genus |link=Acacia |parent=Acacieae }} dbc8ef113a4598d9645af7e10e17b74194b5ef41 10 122 243 242 2013-05-08T17:44:31Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Acacieae |parent=Mimosoideae }} feaa294f54b4e91959744372f283d85011474b31 242 2010-11-26T23:20:47Z Taxobot 1 0 [c61&beta;]Use [[Template:Don't edit this line]] ([[WP:BRFA/Taxobot 5|Taxobot task 5]], on trial) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Acacieae |parent=Mimosoideae }} feaa294f54b4e91959744372f283d85011474b31 10 242 483 482 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank= ichnogenus |link=Agrestipus |parent= Sauropodina |extinct= true |refs=<!--Shown on this page only; don't include <ref> tags --> }} b646ae1c1bcb3d4901cdf4c217d467ca2d5a92bd 482 2011-01-25T19:31:35Z Abyssal 0 [[WP:AES|←]]Created page with '{{Don't edit this line {{{machine code|}}}|{{{1}}} |rank= ichnogenus |link={{subst:#titleparts:{{subst:PAGENAME}}|2|2}} |parent= Sauropodina |extinct= true |refs=<!...' wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank= ichnogenus |link=Agrestipus |parent= Sauropodina |extinct= true |refs=<!--Shown on this page only; don't include <ref> tags --> }} b646ae1c1bcb3d4901cdf4c217d467ca2d5a92bd 10 152 303 302 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank= clade |link= Amniote|Amniota |parent= Tetrapoda }}<noinclude> [[mk:Шаблон:Автотаксономија/Амниоти]] </noinclude><noinclude>{{pp-semi-indef}}</noinclude> ec38c6cf91cebee242e103ab6d7a495b3275030c 302 2012-07-30T15:30:39Z Aliafroz1901 0 Undid revision 504910189 by [[Special:Contributions/Aliafroz1901|Aliafroz1901]] ([[User talk:Aliafroz1901|talk]]) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank= clade |link= Amniote|Amniota |parent= Tetrapoda }}<noinclude> [[mk:Шаблон:Автотаксономија/Амниоти]] </noinclude><noinclude>{{pp-semi-indef}}</noinclude> ec38c6cf91cebee242e103ab6d7a495b3275030c 10 243 485 484 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ichnosuperclassis |link=Amniotaipidii |parent=Tetrapodipidida |extinct= |refs={{cite web|url=http://www.paleofile.com/Demo/Mainpage/Taxalist/Ichnology.htm|title=Paleofile|accessdate=8 Feb 2011}} }} 298d5ced481ef558a8605556bd173af3546ef5d5 484 2011-08-25T18:15:22Z Bob the Wikipedian 0 ichno wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ichnosuperclassis |link=Amniotaipidii |parent=Tetrapodipidida |extinct= |refs={{cite web|url=http://www.paleofile.com/Demo/Mainpage/Taxalist/Ichnology.htm|title=Paleofile|accessdate=8 Feb 2011}} }} 298d5ced481ef558a8605556bd173af3546ef5d5 10 123 245 244 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |always_display=true |parent=Plantae |link=Flowering plant|Angiosperms }}<noinclude>{{pp-template}} [[mk:Шаблон:Автотаксономија/Скриеносеменици]] </noinclude> e16c70e53c46f1a5db21eee1920abb76432f919e 244 2011-10-17T15:06:54Z Rkitko 0 {{pp-template}} wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |always_display=true |parent=Plantae |link=Flowering plant|Angiosperms }}<noinclude>{{pp-template}} [[mk:Шаблон:Автотаксономија/Скриеносеменици]] </noinclude> e16c70e53c46f1a5db21eee1920abb76432f919e 10 153 305 304 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=regnum |parent=Filozoa |link=Animal|Animalia }}<noinclude> [[ca:Plantilla:Taxonomy/Animalia]] [[eu:Txantiloi:Taxonomy/Animalia]] [[mk:Шаблон:Автотаксономија/Животни]] </noinclude> db293f22bc2eea68dc5d7ba313aebbbd8400baa3 304 2012-04-23T11:09:45Z AGK 0 Changed protection level of Template:Taxonomy/Animalia: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=regnum |parent=Filozoa |link=Animal|Animalia }}<noinclude> [[ca:Plantilla:Taxonomy/Animalia]] [[eu:Txantiloi:Taxonomy/Animalia]] [[mk:Шаблон:Автотаксономија/Животни]] </noinclude> db293f22bc2eea68dc5d7ba313aebbbd8400baa3 10 154 307 306 2013-05-08T17:44:33Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |link=Anomalogonates |parent=Dendrornithes |extinct= |refs=http://paleodb.org/cgi-bin/bridge.pl }} 625a4825611f2dfca2cbb3b643e365f1730abe6e 306 2011-12-08T03:16:51Z Bob the Wikipedian 0 [[WP:AES|←]]Created page with '{{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |link={{subst:#titleparts:{{subst:PAGENAME}}|2|2}} |parent=Dendrornithes |extinct= |refs=http:/...' wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |link=Anomalogonates |parent=Dendrornithes |extinct= |refs=http://paleodb.org/cgi-bin/bridge.pl }} 625a4825611f2dfca2cbb3b643e365f1730abe6e 10 211 421 420 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Arachnid|Arachnida |parent=Chelicerata }}<noinclude> [[mk:Шаблон:Автотаксономија/Пајаковидни]] </noinclude> ab8d4f4f61461cfbdeff075ec087eb6678202383 420 2011-05-14T00:11:12Z Bjankuloski06en 0 mk wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Arachnid|Arachnida |parent=Chelicerata }}<noinclude> [[mk:Шаблон:Автотаксономија/Пајаковидни]] </noinclude> ab8d4f4f61461cfbdeff075ec087eb6678202383 10 212 423 422 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ordo |link=Spider|Araneae |parent=Arachnida |display_parents=2 }}<noinclude> [[mk:Шаблон:Автотаксономија/Пајаци]] </noinclude> 083385e708ce87b76b49702b169dded445a8ff46 422 2011-07-29T01:52:22Z Kaldari 0 display_parents=2 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ordo |link=Spider|Araneae |parent=Arachnida |display_parents=2 }}<noinclude> [[mk:Шаблон:Автотаксономија/Пајаци]] </noinclude> 083385e708ce87b76b49702b169dded445a8ff46 10 213 425 424 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=familia |link=Orb-weaver spider|Araneidae |parent=Araneoidea }} 34dba89cc94f95a84e2d16589137cb015fdafb85 424 2010-12-04T15:23:50Z Taxobot 1 0 [c66&beta;]Use [[Template:Don't edit this line]] (per [[WP:BRFA/Taxobot 5|Taxobot task 5]]) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=familia |link=Orb-weaver spider|Araneidae |parent=Araneoidea }} 34dba89cc94f95a84e2d16589137cb015fdafb85 10 214 427 426 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=superfamilia |link=Araneoidea |parent=Entelegynae }} 89c0f6d55ca8b90671f7f7ae74f605cf68b0b63e 426 2010-12-04T15:24:11Z Taxobot 1 0 [c66&beta;]Use [[Template:Don't edit this line]] (per [[WP:BRFA/Taxobot 5|Taxobot task 5]]) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=superfamilia |link=Araneoidea |parent=Entelegynae }} 89c0f6d55ca8b90671f7f7ae74f605cf68b0b63e 10 215 429 428 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=infraordo |link=Araneomorphae |parent=Opisthothelae }} f77c8a28c2c93c55e70ddb095790900dc29d5469 428 2010-12-04T15:24:17Z Taxobot 1 0 [c66&beta;]Use [[Template:Don't edit this line]] (per [[WP:BRFA/Taxobot 5|Taxobot task 5]]) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=infraordo |link=Araneomorphae |parent=Opisthothelae }} f77c8a28c2c93c55e70ddb095790900dc29d5469 10 216 431 430 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=phylum |link=Arthropod|Arthropoda |parent=Panarthropoda |refs={{cite journal |author=Telford MJ, Bourlat SJ, Economou A, Papillon D, Rota-Stabelli O |title=The evolution of the Ecdysozoa |journal=Philos. Trans. R. Soc. Lond., B, Biol. Sci. |volume=363 |issue=1496 |pages=1529–37 |year=2008 |month=April |pmid=18192181 |pmc=2614232 |doi=10.1098/rstb.2007.2243 |url=http://rstb.royalsocietypublishing.org/cgi/pmidlookup?view=long&pmid=18192181}} }}<noinclude> [[mk:Шаблон:Автотаксономија/Членконоги]] [[ne:Template:Taxonomy/Arthropoda ]] </noinclude> 437ac88d2fea55cd2c51d99fc3b2414dc405c5a1 430 2012-09-26T15:14:40Z Krish Dulal 0 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=phylum |link=Arthropod|Arthropoda |parent=Panarthropoda |refs={{cite journal |author=Telford MJ, Bourlat SJ, Economou A, Papillon D, Rota-Stabelli O |title=The evolution of the Ecdysozoa |journal=Philos. Trans. R. Soc. Lond., B, Biol. Sci. |volume=363 |issue=1496 |pages=1529–37 |year=2008 |month=April |pmid=18192181 |pmc=2614232 |doi=10.1098/rstb.2007.2243 |url=http://rstb.royalsocietypublishing.org/cgi/pmidlookup?view=long&pmid=18192181}} }}<noinclude> [[mk:Шаблон:Автотаксономија/Членконоги]] [[ne:Template:Taxonomy/Arthropoda ]] </noinclude> 437ac88d2fea55cd2c51d99fc3b2414dc405c5a1 10 155 309 308 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Avebrevicauda |parent=Aves }} e5ac90b53f710e5d079c5c942091f7b15995b6ba 308 2012-04-23T18:14:25Z Dinoguy2 0 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Avebrevicauda |parent=Aves }} e5ac90b53f710e5d079c5c942091f7b15995b6ba 10 156 311 310 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Bird|Aves |parent=Avialae/skip }} d486bdfa527bd405fbb11a0cb518a4ebce65b030 310 2013-02-16T04:15:46Z ErikHaugen 0 Undid revision 538426507 by [[Special:Contributions/Dinoguy2|Dinoguy2]] ([[User talk:Dinoguy2|talk]])—can't do that, please outline on talk what you're trying to do wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Bird|Aves |parent=Avialae/skip }} d486bdfa527bd405fbb11a0cb518a4ebce65b030 10 157 313 312 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxon variant {{{machine code|}}} |same as=Avialae |parent=Amniota }}<noinclude> For the suffix "/skip" see [[Template:Automatic taxobox/Conventions#"Dummy" taxonomy templates]]. [[mk:Шаблон:Автотаксономија/Птицокрили/skip]] </noinclude> b10ad58beee6ed48619b3a12ab563d4757344a5f 312 2012-12-05T20:05:08Z ErikHaugen 0 Skipping more taxa to avoid expansion depth problems and "fossil" taxa in bird taxoboxes wikitext text/x-wiki {{taxon variant {{{machine code|}}} |same as=Avialae |parent=Amniota }}<noinclude> For the suffix "/skip" see [[Template:Automatic taxobox/Conventions#"Dummy" taxonomy templates]]. [[mk:Шаблон:Автотаксономија/Птицокрили/skip]] </noinclude> b10ad58beee6ed48619b3a12ab563d4757344a5f 10 158 315 314 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=clade |link=Bilateria |parent=Eumetazoa }}<noinclude> [[mk:Шаблон:Автотаксономија/Двострани]] </noinclude> 8e3460267ae45b10c3c20598374d1d5177713792 314 2011-06-18T09:10:26Z Closedmouth 0 Protected Template:Taxonomy/Bilateria: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=clade |link=Bilateria |parent=Eumetazoa }}<noinclude> [[mk:Шаблон:Автотаксономија/Двострани]] </noinclude> 8e3460267ae45b10c3c20598374d1d5177713792 10 159 317 316 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Boreoeutheria |parent=Epitheria }}<noinclude> [[eu:Txantiloi:Taxonomy/Boreoeutheria]] [[mk:Шаблон:Автотаксономија/Северни вистински цицачи]] [[ml:ഫലകം:Taxonomy/Boreoeutheria]] [[ne:ढाँचा:Taxonomy/Boreoeutheria]] </noinclude> e18a742eadc185a87365bb05e302ef3128fb8809 316 2012-07-25T15:45:17Z Dinoguy2 0 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Boreoeutheria |parent=Epitheria }}<noinclude> [[eu:Txantiloi:Taxonomy/Boreoeutheria]] [[mk:Шаблон:Автотаксономија/Северни вистински цицачи]] [[ml:ഫലകം:Taxonomy/Boreoeutheria]] [[ne:ढाँचा:Taxonomy/Boreoeutheria]] </noinclude> e18a742eadc185a87365bb05e302ef3128fb8809 10 160 319 318 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Carinatae |parent=Ornithurae }} cc1854592d53e4219f42e2e3c6618a5eefb7f0b5 318 2012-04-23T18:19:15Z Dinoguy2 0 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Clade |link=Carinatae |parent=Ornithurae }} cc1854592d53e4219f42e2e3c6618a5eefb7f0b5 10 161 321 320 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=parvordo |link=Catarrhini |parent=Simiiformes }}<noinclude> [[eu:Txantiloi:Taxonomy/Catarrhini]] [[mk:Шаблон:Автотаксономија/Тесноносни мајмуни]] [[ne:ढाँचा:Taxonomy/Catarrhini]] </noinclude> 4b1e25c49a109c3478b73051462ee20b05a3a04b 320 2012-02-16T08:48:30Z Vagobot 0 r2.7.2) (Robot: Adding [[ne:ढाँचा:Taxonomy/Catarrhini]] wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=parvordo |link=Catarrhini |parent=Simiiformes }}<noinclude> [[eu:Txantiloi:Taxonomy/Catarrhini]] [[mk:Шаблон:Автотаксономија/Тесноносни мајмуни]] [[ne:ढाँचा:Taxonomy/Catarrhini]] </noinclude> 4b1e25c49a109c3478b73051462ee20b05a3a04b 10 217 433 432 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subphylum |link=Chelicerata |parent=Arthropoda }}<noinclude> [[mk:Шаблон:Автотаксономија/Клештари]] </noinclude> 162e117b69561f93880464ca023d18dfc5fb0f55 432 2011-05-14T00:14:38Z Bjankuloski06en 0 wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subphylum |link=Chelicerata |parent=Arthropoda }}<noinclude> [[mk:Шаблон:Автотаксономија/Клештари]] </noinclude> 162e117b69561f93880464ca023d18dfc5fb0f55 10 162 323 322 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=phylum |parent=Deuterostomia |link=Chordate|Chordata }}<noinclude> [[mk:Шаблон:Автотаксономија/Хордати]] </noinclude> 6fbe3e2ebd4e8e6dec420240d2e3225d5358428a 322 2011-06-20T13:21:15Z Closedmouth 0 Protected Template:Taxonomy/Chordata: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=phylum |parent=Deuterostomia |link=Chordate|Chordata 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|parent=Eurosids I }}<noinclude> [[mk:Шаблон:Автотаксономија/Бобовидни]] </noinclude> 466aaab79585d30f8a1b829d98cdb0120ef341bc 10 177 353 352 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |parent=Holozoa |link=Filozoa }}<noinclude> [[ca:Plantilla:Taxonomy/Filozoa]] [[mk:Шаблон:Автотаксономија/Животнолики]] </noinclude> c3b8c88d789d7d07b9029b4eb33ef0cf1b91e47b 352 2012-04-23T11:09:46Z AGK 0 Changed protection level of Template:Taxonomy/Filozoa: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |parent=Holozoa |link=Filozoa }}<noinclude> [[ca:Plantilla:Taxonomy/Filozoa]] [[mk:Шаблон:Автотаксономија/Животнолики]] </noinclude> c3b8c88d789d7d07b9029b4eb33ef0cf1b91e47b 10 178 355 354 2013-05-08T17:44:34Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=infraphylum |link=Gnathostomata |parent=Vertebrata }}<noinclude> [[mk:Шаблон:Автотаксономија/Вилични ‘рбетници]] </noinclude> af3e57084819f9303992c730876f52b70d11c2e0 354 2011-06-20T14:55:09Z Closedmouth 0 Protected Template:Taxonomy/Gnathostomata: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=infraphylum |link=Gnathostomata |parent=Vertebrata }}<noinclude> [[mk:Шаблон:Автотаксономија/Вилични ‘рбетници]] </noinclude> af3e57084819f9303992c730876f52b70d11c2e0 10 179 357 356 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subordo |link=Haplorrhini |parent=Euprimates }}<noinclude> [[eu:Txantiloi:Taxonomy/Haplorrhini]] [[mk:Шаблон:Автотаксономија/Сувоносни мајмуни]] [[ne:ढाँचा:Taxonomy/Haplorhini]] </noinclude> 251230b581b23b88322203f513f984a470314da7 356 2012-02-16T08:50:12Z Vagobot 0 r2.7.2) (Robot: Adding [[ne:ढाँचा:Taxonomy/Haplorhini]] wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subordo |link=Haplorrhini |parent=Euprimates }}<noinclude> [[eu:Txantiloi:Taxonomy/Haplorrhini]] [[mk:Шаблон:Автотаксономија/Сувоносни мајмуни]] [[ne:ढाँचा:Taxonomy/Haplorhini]] </noinclude> 251230b581b23b88322203f513f984a470314da7 10 180 359 358 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |parent=Opisthokonta |link=Holozoa }}<noinclude> [[ca:Plantilla:Taxonomy/Holozoa]] [[mk:Шаблон:Автотаксономија/Целовидни]] </noinclude> 61038a39bc01f6925865e5939d137b3c911f6344 358 2012-04-23T11:09:46Z AGK 0 Changed protection level of Template:Taxonomy/Holozoa: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=unranked |parent=Opisthokonta |link=Holozoa }}<noinclude> [[ca:Plantilla:Taxonomy/Holozoa]] [[mk:Шаблон:Автотаксономија/Целовидни]] </noinclude> 61038a39bc01f6925865e5939d137b3c911f6344 10 181 361 360 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=familia |link=Hominidae |parent=Hominoidea }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominidae]] [[mk:Шаблон:Автотаксономија/Хоминиди]] [[ne:ढाँचा:Taxonomy/Hominidae]] </noinclude> 9eb96ea04bcbfa689a9ee8e6b50572a9e184409f 360 2012-02-16T08:46:40Z Vagobot 0 r2.7.2) (Robot: Adding [[ne:ढाँचा:Taxonomy/Hominidae]] wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=familia |link=Hominidae |parent=Hominoidea }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominidae]] [[mk:Шаблон:Автотаксономија/Хоминиди]] [[ne:ढाँचा:Taxonomy/Hominidae]] </noinclude> 9eb96ea04bcbfa689a9ee8e6b50572a9e184409f 10 182 363 362 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subtribus |link=Hominina |parent=Hominini }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominina]] [[mk:Шаблон:Автотаксономија/Хоминина]] [[ne:ढाँचा:Taxonomy/Hominina]] </noinclude> 4c6bdca42ddc17d3a45ce8d8f63355930007e304 362 2013-04-03T15:09:18Z ErikHaugen 0 rvv wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subtribus |link=Hominina |parent=Hominini }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominina]] [[mk:Шаблон:Автотаксономија/Хоминина]] [[ne:ढाँचा:Taxonomy/Hominina]] </noinclude> 4c6bdca42ddc17d3a45ce8d8f63355930007e304 10 183 365 364 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subfamilia |link=Homininae |parent=Hominidae }}<noinclude> [[eu:Txantiloi:Taxonomy/Homininae]] [[mk:Шаблон:Автотаксономија/Хоминини (потфамилија)]] [[ne:ढाँचा:Taxonomy/Homininae]] </noinclude> 967c873e41d2c714b893a722664acaa5f9c23d00 364 2012-02-16T08:45:49Z Vagobot 0 r2.7.2) (Robot: Adding [[ne:ढाँचा:Taxonomy/Homininae]] wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subfamilia |link=Homininae |parent=Hominidae }}<noinclude> [[eu:Txantiloi:Taxonomy/Homininae]] [[mk:Шаблон:Автотаксономија/Хоминини (потфамилија)]] [[ne:ढाँचा:Taxonomy/Homininae]] </noinclude> 967c873e41d2c714b893a722664acaa5f9c23d00 10 184 367 366 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Hominini |parent=Homininae }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominini]] [[mk:Шаблон:Автотаксономија/Хоминини (племе)]] [[ne:ढाँचा:Taxonomy/Hominini]] </noinclude> bf055d334dc2003c3e0303202f27aa5816cda032 366 2012-02-16T08:44:55Z Vagobot 0 r2.7.2) (Robot: Adding [[ne:ढाँचा:Taxonomy/Hominini]] wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Hominini |parent=Homininae }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominini]] [[mk:Шаблон:Автотаксономија/Хоминини (племе)]] [[ne:ढाँचा:Taxonomy/Hominini]] </noinclude> bf055d334dc2003c3e0303202f27aa5816cda032 10 185 369 368 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=superfamilia |link=Ape|Hominoidea |parent=Catarrhini }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominoidea]] [[mk:Шаблон:Автотаксономија/Човеколики мајмуни]] [[ne:ढाँचा:Taxonomy/Hominoidea]] </noinclude> 524e96a75e657d028051d6f8e5041b9a0d821c85 368 2013-01-21T02:25:35Z ErikHaugen 0 pipe link wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=superfamilia |link=Ape|Hominoidea |parent=Catarrhini }}<noinclude> [[eu:Txantiloi:Taxonomy/Hominoidea]] [[mk:Шаблон:Автотаксономија/Човеколики мајмуни]] [[ne:ढाँचा:Taxonomy/Hominoidea]] </noinclude> 524e96a75e657d028051d6f8e5041b9a0d821c85 10 186 371 370 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=genus |link=Homo |parent=Hominina }} 68d7d4e429211fd5207c54ec57225a25cf4a6528 370 2012-04-12T16:19:38Z A. di M. 0 [[Help:Reverting|Reverted]] edits by [[Special:Contributions/204.184.35.235|204.184.35.235]] ([[User talk:204.184.35.235|talk]]) to last version by Stephan Schulz wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=genus |link=Homo |parent=Hominina }} 68d7d4e429211fd5207c54ec57225a25cf4a6528 10 248 495 494 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 494 2010-12-27T20:01:49Z Bob the Wikipedian 0 Protected Template:Taxonomy/Ichnos: [[WP:HRT|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 10 130 259 258 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 258 2010-12-27T20:01:20Z Bob the Wikipedian 0 Protected Template:Taxonomy/Life: [[WP:HRT|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 10 187 373 372 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Mammal | Mammalia |parent=Mammaliaformes/skip }}<noinclude> [[eu:Txantiloi:Taxonomy/Mammalia]] [[mk:Шаблон:Автотаксономија/Цицачи]] [[ne:ढाँचा:Taxonomy/Mammalia]] </noinclude> c47c37e309efb43d745e7a0b08637e8b22f70bef 372 2013-02-16T11:46:07Z Dinoguy2 0 use skip template to preserve lineage wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=classis |link=Mammal | Mammalia |parent=Mammaliaformes/skip }}<noinclude> [[eu:Txantiloi:Taxonomy/Mammalia]] [[mk:Шаблон:Автотаксономија/Цицачи]] [[ne:ढाँचा:Taxonomy/Mammalia]] </noinclude> c47c37e309efb43d745e7a0b08637e8b22f70bef 10 188 375 374 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{taxon variant {{{machine code|}}} |same as=Mammaliaformes |parent=Amniota }}<noinclude> For the suffix "/skip" see [[Template:Automatic taxobox/Conventions#"Dummy" taxonomy templates]]. c0193e9e879dda9591cdcbaf4ed6d6f2a8df9b46 374 2013-02-16T11:44:51Z Dinoguy2 0 [[WP:AES|←]]Created page with '{{taxon variant {{{machine code|}}} |same as=Mammaliaformes |parent=Amniota }}<noinclude> For the suffix "/skip" see Template:Automatic taxobox/Conventions#"D...' wikitext text/x-wiki {{taxon variant {{{machine code|}}} |same as=Mammaliaformes |parent=Amniota }}<noinclude> For the suffix "/skip" see [[Template:Automatic taxobox/Conventions#"Dummy" taxonomy templates]]. c0193e9e879dda9591cdcbaf4ed6d6f2a8df9b46 10 131 261 260 2013-05-08T17:44:32Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subfamilia |link=Mimosoideae |parent=Fabaceae |always_display=true }} d3df3bbe2c3aef0c7a7b404d617e5f515363a344 260 2011-01-09T20:55:05Z Kleopatra 0 add always display in the hopes that this means it will always display on the genera pages, but think it will mean it always displays on the tribe pages, but tribes are not really used in this subfamily, so essentially null edit wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=subfamilia |link=Mimosoideae |parent=Fabaceae |always_display=true }} d3df3bbe2c3aef0c7a7b404d617e5f515363a344 10 189 377 376 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki 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2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ichnoinfraclassis |link=Neodiapsidipedii |parent=Diapsidipidii |extinct= |refs={{cite web|url=http://www.paleofile.com/Demo/Mainpage/Taxalist/Ichnology.htm|title=Paleofile|accessdate=8 Feb 2011}} }} 185be747e78d7c928faa0c83b4518d73ddeae175 496 2011-02-09T04:15:35Z Bob the Wikipedian 0 fix spelling wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ichnoinfraclassis |link=Neodiapsidipedii |parent=Diapsidipidii |extinct= |refs={{cite web|url=http://www.paleofile.com/Demo/Mainpage/Taxalist/Ichnology.htm|title=Paleofile|accessdate=8 Feb 2011}} }} 185be747e78d7c928faa0c83b4518d73ddeae175 10 190 379 378 2013-05-08T17:44:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=clade |link=Neognathae |parent=Neornithes }} c7d3988b335d36aba3b60faa8f86d9821cfdfbb5 378 2012-03-08T17:07:51Z Dinoguy2 0 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Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=ichnoordo |link=Sauropodina |parent=Sauropodomorphipida |extinct=true |refs= }} 2d5e877717a88de1ee9c0e25836435e5641b4610 502 2011-07-16T04:09:17Z Bob the Wikipedian 0 Reverted to revision 404588802 by Bob the Wikipedian: please cite your changes, both of you. 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[[mk:Шаблон:Автотаксономија/Целоусни]] </noinclude> bf2381cc889f061ca149d98fa44bd46cc34c04c0 400 2012-04-23T15:01:49Z Bob the Wikipedian 0 See talk page; this taxon isn't invalid or irrelevant wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=clade |link=Teleostomi |parent=Eugnathostomata }}<noinclude> [[mk:Шаблон:Автотаксономија/Целоусни]] </noinclude> bf2381cc889f061ca149d98fa44bd46cc34c04c0 10 202 403 402 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=zoodivisio |link=Terrestrornithes |parent=Neoaves |extinct= |refs=http://paleodb.org/cgi-bin/bridge.pl?a=checkTaxonInfo&taxon_no=207706&is_real_user=1 }} d0ca8867f6d4ba74b453174f903fc04446d981af 402 2011-12-08T03:08:48Z Bob the Wikipedian 0 [[WP:AES|←]]Created page with '{{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=zoodivisio |link={{subst:#titleparts:{{subst:PAGENAME}}|2|2}} |parent=Neoaves |extinct= |refs=http://pal...' 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(spider)|Ursa |parent=Ursini_(Araneidae) |extinct= |refs=<!--Shown on this page only; don't include <ref> tags --> }} 9305b5779af7524efc0c82d9dffe891efa3e7459 446 2011-07-17T04:01:47Z ErikHaugen 0 spider genus wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=genus |link=Ursa (spider)|Ursa |parent=Ursini_(Araneidae) |extinct= |refs=<!--Shown on this page only; don't include <ref> tags --> }} 9305b5779af7524efc0c82d9dffe891efa3e7459 10 225 449 448 2013-05-08T17:44:37Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Ursa (spider)|Ursini |parent=Araneidae |extinct= |refs=<!--Shown on this page only; don't include <ref> tags --> }} 739342ba4b3c0dd0fcad0cd4bd1a70435b923d4e 448 2011-07-17T04:05:23Z ErikHaugen 0 spider tribe wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=tribus |link=Ursa (spider)|Ursini |parent=Araneidae |extinct= |refs=<!--Shown on this page only; don't include <ref> tags --> }} 739342ba4b3c0dd0fcad0cd4bd1a70435b923d4e 10 208 415 414 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Subphylum |link=Vertebrate|Vertebrata |parent=Craniata }} e59d717f74218f5bb7de31c074cad9e42b2f953d 414 2011-06-20T14:50:30Z Closedmouth 0 Protected Template:Taxonomy/Vertebrata: [[WP:High-risk templates|Highly visible template]] ([edit=sysop] (indefinite) [move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=Subphylum |link=Vertebrate|Vertebrata |parent=Craniata }} e59d717f74218f5bb7de31c074cad9e42b2f953d 10 262 523 522 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 522 2010-12-31T20:38:20Z Bob the Wikipedian 0 [[WP:AES|←]]Created page with '<noinclude><!-- This page left intentionally blank --></noinclude>' wikitext text/x-wiki <noinclude><!-- This page left intentionally blank --></noinclude> db2d116ae3991136a1200fe7760d4c596619647e 10 209 417 416 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=sublegion |link=Zatheria |parent=Cladotheria }}<noinclude> [[mk:Шаблон:Автотаксономија/Затерии]] [[ne:ढाँचा:Taxonomy/Zatheria]] </noinclude> 437e20ed44f197d57bb68917924c2b772e1f1b1e 416 2012-04-23T10:15:52Z AGK 0 Changed protection level of Template:Taxonomy/Zatheria: [[Wikipedia:High-risk templates|Highly-visible template]] (between 700 and 1200 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{Don't edit this line {{{machine code|}}}|{{{1}}} |rank=sublegion |link=Zatheria |parent=Cladotheria }}<noinclude> [[mk:Шаблон:Автотаксономија/Затерии]] [[ne:ढाँचा:Taxonomy/Zatheria]] </noinclude> 437e20ed44f197d57bb68917924c2b772e1f1b1e 10 255 509 508 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template should only be called by Taxonomy template pages, where {{{machine code}}} is unspecified. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> af142455343f98e0d9210a5cf1acea6fccdfda15 508 2011-01-28T21:52:43Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template should only be called by Taxonomy template pages, where {{{machine code}}} is unspecified. === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> af142455343f98e0d9210a5cf1acea6fccdfda15 10 334 667 666 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{{taxon?|machine code={{{machine code|}}} |taxon={{subs</includeonly>t:#titleparts:{{subs<includeonly>t:PAGENAME}}|1|2}} }} 56df0d5b674d8f5d225c8fe1954c3d9d47c3cc5d 666 2011-01-06T23:01:18Z Smith609 0 Move includeonlies so as to avoid unnec. error classification wikitext text/x-wiki <includeonly>{{taxon?|machine code={{{machine code|}}} |taxon={{subs</includeonly>t:#titleparts:{{subs<includeonly>t:PAGENAME}}|1|2}} }} 56df0d5b674d8f5d225c8fe1954c3d9d47c3cc5d 10 397 793 792 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; font-size:100%" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}||2}} }}} }} }}" | Ancestral taxa |-<!-- This is where the list of parent taxa with "edit" links is generated: --> {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }}<!-- To avoid loops, we have to send the parent here... --> {{taxonomy links|{{#titleparts:{{PAGENAME}}||2}} }}<!-- ... and create the cell for our taxon separately.--> |- {{Child taxa|{{#titleparts:{{PAGENAME}}||2}}|child rank=Subgroups {{update children}}<!-- link to activate via Taxobot (task 7) -->|edit taxonomy=true}} |} {{#ifexist:Template:Taxonomy/{{{parent|{{ {{PAGENAME}}|parent}} }}} |{{#ifexist:{{{link_target|{{ {{PAGENAME}}|link_target}} }}}|__NOINDEX__<!-- then it looks like we're in the clear. Google can show the article, rather than this page. --> |Wikipedia does not yet have an article about {{{link|{{{{PAGENAME}}|link}} }}}. You can help by [{{Create taxonomy/link|{{{link_target|{{ {{PAGENAME}}|link_target}} }}} }} creating it]. The page that you are currently viewing contains information about {{{link|{{{{PAGENAME}}|link}} }}}'s taxonomy.}} |{{error|Making progress.}} If the table below looks correct, then you've input the necessary taxonomic information for "{{{link|{{{{PAGENAME}}|link}} }}}". Thank you! There's one more step, though: the taxonomic information is missing for the parent taxon that you specified, "[[{{{parent|{{ {{PAGENAME}}|parent}} }}}]]". Did you spell it right, and use the scientific (not common) name? If so, you'll need to add its taxonomic information by repeat this same process. [{{Create taxonomy/link|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} Click here] to create the page... hopefully it won't take you much longer to connect your taxon to Wikipedia's tree of life! }} Not sure why you're here? [[Template:Automatic taxobox/doc/Step-by-step|Get started]] with Wikipedia taxonomy. {| class="wikitable" |- |Parent: |<code>{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}</code> ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[{{Create taxonomy/link|{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{#if:{{{link_target|{{{extinct|}}} }}}|<!-- This link should point to the right place... -->{{{link_target|{{ {{PAGENAME}}|link_target}} }}}{{!}} }}<!-- Now generate link text, including extinction dagger -->{{#if:{{{extinct|}}}|&dagger;}}{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual/automatic override)[[Category:Automatic taxoboxes using always_display]]|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major rank) | no. }} }} |- |Taxonomic references: |{{#ifeq:{{#titleparts:{{PAGENAME}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{#titleparts:{{PAGENAME}}||2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}||2}} }} }} }} |- |Parent's taxonomic references: |{{#ifeq:{{#titleparts:{{{parent|}}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{{parent|}}} }}|{{get refs|{{#titleparts:{{{parent|}}}|1|2}}}}|{{get refs|{{{parent|}}} }} }} }} |- | colspan=2 style="font-size:smaller" | This information generated by {{lts|Taxonomy key}} Category listings out of date? {{null edit|Click here}} to update. |} [[Category:Immediate step-children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate step-children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> a4cb46d8fbb94ec7572d57f1afe191d2b70b13e0 792 2012-05-31T06:32:03Z ErikHaugen 0 unbold parent name; it looks funny wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; font-size:100%" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}||2}} }}} }} }}" | Ancestral taxa |-<!-- This is where the list of parent taxa with "edit" links is generated: --> {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }}<!-- To avoid loops, we have to send the parent here... --> {{taxonomy links|{{#titleparts:{{PAGENAME}}||2}} }}<!-- ... and create the cell for our taxon separately.--> |- {{Child taxa|{{#titleparts:{{PAGENAME}}||2}}|child rank=Subgroups {{update children}}<!-- link to activate via Taxobot (task 7) -->|edit taxonomy=true}} |} {{#ifexist:Template:Taxonomy/{{{parent|{{ {{PAGENAME}}|parent}} }}} |{{#ifexist:{{{link_target|{{ {{PAGENAME}}|link_target}} }}}|__NOINDEX__<!-- then it looks like we're in the clear. Google can show the article, rather than this page. --> |Wikipedia does not yet have an article about {{{link|{{{{PAGENAME}}|link}} }}}. You can help by [{{Create taxonomy/link|{{{link_target|{{ {{PAGENAME}}|link_target}} }}} }} creating it]. The page that you are currently viewing contains information about {{{link|{{{{PAGENAME}}|link}} }}}'s taxonomy.}} |{{error|Making progress.}} If the table below looks correct, then you've input the necessary taxonomic information for "{{{link|{{{{PAGENAME}}|link}} }}}". Thank you! There's one more step, though: the taxonomic information is missing for the parent taxon that you specified, "[[{{{parent|{{ {{PAGENAME}}|parent}} }}}]]". Did you spell it right, and use the scientific (not common) name? If so, you'll need to add its taxonomic information by repeat this same process. [{{Create taxonomy/link|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} Click here] to create the page... hopefully it won't take you much longer to connect your taxon to Wikipedia's tree of life! }} Not sure why you're here? [[Template:Automatic taxobox/doc/Step-by-step|Get started]] with Wikipedia taxonomy. {| class="wikitable" |- |Parent: |<code>{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}</code> ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[{{Create taxonomy/link|{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{#if:{{{link_target|{{{extinct|}}} }}}|<!-- This link should point to the right place... -->{{{link_target|{{ {{PAGENAME}}|link_target}} }}}{{!}} }}<!-- Now generate link text, including extinction dagger -->{{#if:{{{extinct|}}}|&dagger;}}{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual/automatic override)[[Category:Automatic taxoboxes using always_display]]|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major rank) | no. }} }} |- |Taxonomic references: |{{#ifeq:{{#titleparts:{{PAGENAME}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{#titleparts:{{PAGENAME}}||2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}||2}} }} }} }} |- |Parent's taxonomic references: |{{#ifeq:{{#titleparts:{{{parent|}}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{{parent|}}} }}|{{get refs|{{#titleparts:{{{parent|}}}|1|2}}}}|{{get refs|{{{parent|}}} }} }} }} |- | colspan=2 style="font-size:smaller" | This information generated by {{lts|Taxonomy key}} Category listings out of date? {{null edit|Click here}} to update. |} [[Category:Immediate step-children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate step-children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> a4cb46d8fbb94ec7572d57f1afe191d2b70b13e0 10 438 875 874 2013-05-08T17:46:38Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Serves to document the [[Template:Taxonomy/]] family of back-end subpages. ===Parameters=== - These'll be generated automatically from pagename, if on a [[special:prefixindex/Template:Taxonomy/|Template:Taxonomy/ subpage]]. <pre> {{Taxonomy key | parent={{taxonomy/{{{1|}}}|parent}} | rank={{taxonomy/{{{1|}}}|rank}} | link={{taxonomy/{{{1|}}}|link}} | link_target={{taxonomy/{{{1|}}}|link_target}} | extinct={{taxonomy/{{{1|}}}|link}} | always_display={{taxonomy/{{{1|}}}|always_display}} | refs= }}</pre> === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> a4b1057fb9ab4b8bcaaacb31224f44323915da6d 874 2011-09-04T12:38:23Z Sun Creator 0 add refs= parameter wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === Serves to document the [[Template:Taxonomy/]] family of back-end subpages. ===Parameters=== - These'll be generated automatically from pagename, if on a [[special:prefixindex/Template:Taxonomy/|Template:Taxonomy/ subpage]]. <pre> {{Taxonomy key | parent={{taxonomy/{{{1|}}}|parent}} | rank={{taxonomy/{{{1|}}}|rank}} | link={{taxonomy/{{{1|}}}|link}} | link_target={{taxonomy/{{{1|}}}|link_target}} | extinct={{taxonomy/{{{1|}}}|link}} | always_display={{taxonomy/{{{1|}}}|always_display}} | refs= }}</pre> === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> a4b1057fb9ab4b8bcaaacb31224f44323915da6d 10 335 669 668 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left;" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}|1|2}} }}} }} }}" | Ancestral taxa |- {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} {{taxonomy links|{{#titleparts:{{PAGENAME}}|1|2}} }} |- {{User:Taxobot/children/template|{{#titleparts:{{PAGENAME}}|1|2}}|child rank=Subgroups {{update children}}|edit taxonomy=true}} |} {| class="wikitable" |- |Parent: |'''<code>[[{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}]]</code>''' ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[http://en.wikipedia.org/w/index.php?action=edit&preload=Template:Taxonomy/preload&title={{urlencode:Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>{{#if:{{{extinct|}}}|{{extinct}}}}[[{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Authority: |{{get authority key|{{#titleparts:{{PAGENAME}}|1|2}} }} |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual override)|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major taxon) | no. }} }} |- |Taxonomic references: |{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}} |- | colspan=2 style='font-size:smaller' |This information [[Template:taxonomy key/manual|generated]] via {{tlx|Taxonomy key for|{{{1}}}}} |} [[Category:Immediate children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> b46a22e81ccfda65519eebb19e01099bcffc7ed6 668 2010-12-19T16:00:44Z Smith609 0 abbrev links wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left;" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}|1|2}} }}} }} }}" | Ancestral taxa |- {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} {{taxonomy links|{{#titleparts:{{PAGENAME}}|1|2}} }} |- {{User:Taxobot/children/template|{{#titleparts:{{PAGENAME}}|1|2}}|child rank=Subgroups {{update children}}|edit taxonomy=true}} |} {| class="wikitable" |- |Parent: |'''<code>[[{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}]]</code>''' ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[http://en.wikipedia.org/w/index.php?action=edit&preload=Template:Taxonomy/preload&title={{urlencode:Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>{{#if:{{{extinct|}}}|{{extinct}}}}[[{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Authority: |{{get authority key|{{#titleparts:{{PAGENAME}}|1|2}} }} |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual override)|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major taxon) | no. }} }} |- |Taxonomic references: |{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}} |- | colspan=2 style='font-size:smaller' |This information [[Template:taxonomy key/manual|generated]] via {{tlx|Taxonomy key for|{{{1}}}}} |} [[Category:Immediate children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> b46a22e81ccfda65519eebb19e01099bcffc7ed6 10 398 795 794 2013-05-08T17:46:24Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; font-size:100%" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}||2}} }}} }} }}" | Ancestral taxa |-<!-- This is where the list of parent taxa with "edit" links is generated: --> {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }}<!-- To avoid loops, we have to send the parent here... --> {{taxonomy links|{{#titleparts:{{PAGENAME}}||2}} }}<!-- ... and create the cell for our taxon separately.--> |- <!-- {{Child taxa|{{#titleparts:{{PAGENAME}}||2}}|child rank=Subgroups {{update children}} |edit taxonomy=true}}--><!-- link to activate via Taxobot (task 7) --> |} {{#ifexist:Template:Taxonomy/{{{parent|{{ {{PAGENAME}}|parent}} }}} |{{#ifexist:{{{link_target|{{ {{PAGENAME}}|link_target}} }}}|__NOINDEX__<!-- then it looks like we're in the clear. Google can show the article, rather than this page. --> |Wikipedia does not yet have an article about {{{link|{{{{PAGENAME}}|link}} }}}. You can help by [{{Create taxonomy/link|{{{link_target|{{ {{PAGENAME}}|link_target}} }}} }} creating it]. The page that you are currently viewing contains information about {{{link|{{{{PAGENAME}}|link}} }}}'s taxonomy.}} |{{error|Making progress.}} If the table below looks correct, then you've input the necessary taxonomic information for "{{{link|{{{{PAGENAME}}|link}} }}}". Thank you! There's one more step, though: the taxonomic information is missing for the parent taxon that you specified, "[[{{{parent|{{ {{PAGENAME}}|parent}} }}}]]". Did you spell it right, and use the scientific (not common) name? If so, you'll need to add its taxonomic information by repeat this same process. [{{Create taxonomy/link|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} Click here] to create the page... hopefully it won't take you much longer to connect your taxon to Wikipedia's tree of life! }} Not sure why you're here? [[Template:Automatic taxobox/doc/Step-by-step|Get started]] with Wikipedia taxonomy. {| class="wikitable" |- |Parent: |<code>{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}</code> ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[{{Create taxonomy/link|{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{#if:{{{link_target|{{{extinct|}}} }}}|<!-- This link should point to the right place... -->{{{link_target|{{ {{PAGENAME}}|link_target}} }}}{{!}} }}<!-- Now generate link text, including extinction dagger -->{{#if:{{{extinct|}}}|&dagger;}}{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual/automatic override)[[Category:Automatic taxoboxes using always_display]]|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major rank) | no. }} }} |- |Taxonomic references: |{{#ifeq:{{#titleparts:{{PAGENAME}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{#titleparts:{{PAGENAME}}||2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}||2}} }} }} }} |- |Parent's taxonomic references: |{{#ifeq:{{#titleparts:{{{parent|}}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{{parent|}}} }}|{{get refs|{{#titleparts:{{{parent|}}}|1|2}}}}|{{get refs|{{{parent|}}} }} }} }} |- | colspan=2 style="font-size:smaller" | This information generated by {{lts|Taxonomy key}} Category listings out of date? {{null edit|Click here}} to update. |} [[Category:Immediate step-children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate step-children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> f794a784ff47cf8827e0c441ded3e0b8975491b3 794 2012-11-03T22:45:15Z Wikid77 0 skips {Child taxa|...} to limit depth wikitext text/x-wiki <includeonly>{| class="infobox biota" style="text-align: left; font-size:100%" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{parent| {{#titleparts:{{PAGENAME}}||2}} }}} }} }}" | Ancestral taxa |-<!-- This is where the list of parent taxa with "edit" links is generated: --> {{taxonomy list/list|{{{parent|{{ {{PAGENAME}}|parent}} }}} }}<!-- To avoid loops, we have to send the parent here... --> {{taxonomy links|{{#titleparts:{{PAGENAME}}||2}} }}<!-- ... and create the cell for our taxon separately.--> |- <!-- {{Child taxa|{{#titleparts:{{PAGENAME}}||2}}|child rank=Subgroups {{update children}} |edit taxonomy=true}}--><!-- link to activate via Taxobot (task 7) --> |} {{#ifexist:Template:Taxonomy/{{{parent|{{ {{PAGENAME}}|parent}} }}} |{{#ifexist:{{{link_target|{{ {{PAGENAME}}|link_target}} }}}|__NOINDEX__<!-- then it looks like we're in the clear. Google can show the article, rather than this page. --> |Wikipedia does not yet have an article about {{{link|{{{{PAGENAME}}|link}} }}}. You can help by [{{Create taxonomy/link|{{{link_target|{{ {{PAGENAME}}|link_target}} }}} }} creating it]. The page that you are currently viewing contains information about {{{link|{{{{PAGENAME}}|link}} }}}'s taxonomy.}} |{{error|Making progress.}} If the table below looks correct, then you've input the necessary taxonomic information for "{{{link|{{{{PAGENAME}}|link}} }}}". Thank you! There's one more step, though: the taxonomic information is missing for the parent taxon that you specified, "[[{{{parent|{{ {{PAGENAME}}|parent}} }}}]]". Did you spell it right, and use the scientific (not common) name? If so, you'll need to add its taxonomic information by repeat this same process. [{{Create taxonomy/link|{{{parent|{{ {{PAGENAME}}|parent}} }}} }} Click here] to create the page... hopefully it won't take you much longer to connect your taxon to Wikipedia's tree of life! }} Not sure why you're here? [[Template:Automatic taxobox/doc/Step-by-step|Get started]] with Wikipedia taxonomy. {| class="wikitable" |- |Parent: |<code>{{#titleparts:{{{parent|{{{{PAGENAME}}|parent}}}}}|1|1}}</code> ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]] &mdash; <span class=plainlinks>[{{Create taxonomy/link|{{{parent|{{{{PAGENAME}}|parent}}}}}}} edit])</span> |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{#if:{{{link_target|{{{extinct|}}} }}}|<!-- This link should point to the right place... -->{{{link_target|{{ {{PAGENAME}}|link_target}} }}}{{!}} }}<!-- Now generate link text, including extinction dagger -->{{#if:{{{extinct|}}}|&dagger;}}{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{ {{PAGENAME}}|link_target}} }}}) |- |Extinct: |{{#if:{{{extinct|}}}|'''<code>{{{extinct|{{{{PAGENAME}}|extinct}}}}}</code>'''|no.}} |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|Yes (manual/automatic override)[[Category:Automatic taxoboxes using always_display]]|{{#switch:{{lc:{{{rank|{{{{PAGENAME}}|rank}} }}} }} | virus_group | regnum | phylum | divisio | classis | ordo | familia | genus | species = Yes (major rank) | no. }} }} |- |Taxonomic references: |{{#ifeq:{{#titleparts:{{PAGENAME}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{#titleparts:{{PAGENAME}}||2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}|1|2}}}}|{{get refs|{{#titleparts:{{PAGENAME}}||2}} }} }} }} |- |Parent's taxonomic references: |{{#ifeq:{{#titleparts:{{{parent|}}}|1|2}}|Incertae sedis|''Not applicable'' (incertae sedis)|{{#iferror:{{get refs|{{{parent|}}} }}|{{get refs|{{#titleparts:{{{parent|}}}|1|2}}}}|{{get refs|{{{parent|}}} }} }} }} |- | colspan=2 style="font-size:smaller" | This information generated by {{lts|Taxonomy key}} Category listings out of date? {{null edit|Click here}} to update. |} [[Category:Immediate step-children/{{#titleparts:{{{parent|unspecified parent}}}|1|1}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate step-children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]][[Category:Immediate children/{{{parent|unspecified parent}}}|{{{link|{{#titleparts:{{PAGENAME}}|1|2}}}}}]] </includeonly><noinclude>{{Documentation}}</noinclude> f794a784ff47cf8827e0c441ded3e0b8975491b3 10 302 603 602 2013-05-08T17:45:00Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly> {{taxonomy list/key|{{#titleparts:{{PAGENAME}}|1|2}}}} Data contained within this template: {| class="wikitable" |- |Parent: |'''<code>[[{{{parent|{{{{PAGENAME}}|parent}}}}}]]</code>''' ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]]) |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{{{PAGENAME}}|link_target}}}}}) |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|'''<code>{{{always_display|{{{{PAGENAME}}|always_display}}}}}</code>'''|no.}} |}</includeonly><noinclude> {{Documentation}} [[Category:Taxobox templates]] </noinclude> c2c17f619a6f4283ec89e9db01ee7d1853fa857d 602 2011-01-29T00:47:52Z WOSlinker 0 add cat wikitext text/x-wiki <includeonly> {{taxonomy list/key|{{#titleparts:{{PAGENAME}}|1|2}}}} Data contained within this template: {| class="wikitable" |- |Parent: |'''<code>[[{{{parent|{{{{PAGENAME}}|parent}}}}}]]</code>''' ([[Template:Taxonomy/{{{parent|{{{{PAGENAME}}|parent}}}}}|Taxonomy]]) |- |Rank: |<code>{{{rank|{{{{PAGENAME}}|rank}}}}}</code> (displays as <code>{{anglicise rank|{{{rank|{{{{PAGENAME}}|rank}}}}}}}</code>) |- |Link: |'''<code>[[{{{link|{{{{PAGENAME}}|link}}}}}]]</code>''' (links to {{{link_target|{{{{PAGENAME}}|link_target}}}}}) |- |Always displayed: |{{#if:{{{always_display|{{{{PAGENAME}}|always_display}}}}}|'''<code>{{{always_display|{{{{PAGENAME}}|always_display}}}}}</code>'''|no.}} |}</includeonly><noinclude> {{Documentation}} [[Category:Taxobox templates]] </noinclude> c2c17f619a6f4283ec89e9db01ee7d1853fa857d 10 312 623 622 2013-05-08T17:45:35Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Taxonomy key/manual | parent={{get parent|{{{1|}}} }} | rank={{get rank|{{{1|}}} }} | link={{get link|{{{1|}}} }} | link_target={{get link target|{{{1|}}} }} | extinct={{get extinct|{{{1|}}} }} | always_display={{get always display|{{{1|}}} }} | 1={{{1|}}} }}<noinclude> [[Category:Taxobox templates]] </noinclude> f44f316c8a93135b8a2d0eb0abe9b0545870b581 622 2011-01-28T22:25:23Z WOSlinker 0 add cat wikitext text/x-wiki {{Taxonomy key/manual | parent={{get parent|{{{1|}}} }} | rank={{get rank|{{{1|}}} }} | link={{get link|{{{1|}}} }} | link_target={{get link target|{{{1|}}} }} | extinct={{get extinct|{{{1|}}} }} | always_display={{get always display|{{{1|}}} }} | 1={{{1|}}} }}<noinclude> [[Category:Taxobox templates]] </noinclude> f44f316c8a93135b8a2d0eb0abe9b0545870b581 10 336 671 670 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><!-- This template should use the same format as [[Template:Taxobox/taxonomy cell]]. Please see that template for explanation. --> {{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=parent}} }}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=parent}} }} |{{ #ifexist:Template:Taxonomy/{{ucfirst:{{{1|}}} }} | {{ns:0}} | {{#ifeq: {{str_index|{{{1}}}|1}} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{#if:{{{1|}}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1|}}} }} {{!-}} }} }} }} }} }} |{{taxonomy links/{{{display|cell}}} |rank={{taxonomy/{{{1}}}|machine code=rank}} |taxon={{{1}}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1}}}||machine code=link_text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=link}} }}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=link}} }}|{{taxonomy/{{{1}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed-->|[[{{taxonomy/{{{1}}}|machine code=link}}]]}} }} |auth={{{authority|}}} }} }}</includeonly><noinclude> {{documentation}} [[Category:Taxobox templates]] </noinclude> 4a7b73fe0d6aa9fe90f4640ae7fa0637af7e3147 670 2011-10-22T00:39:47Z Anomie 0 Changed protection level of Template:Taxonomy links: Cascading protection here manages to protect nothing except its own documentation subpage, as anything of actual interest is wrapped in <includeonly> ([edit=sysop] (indefinite) [move=sysop] (indefinite) wikitext text/x-wiki <includeonly><!-- This template should use the same format as [[Template:Taxobox/taxonomy cell]]. Please see that template for explanation. --> {{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=parent}} }}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=parent}} }} |{{ #ifexist:Template:Taxonomy/{{ucfirst:{{{1|}}} }} | {{ns:0}} | {{#ifeq: {{str_index|{{{1}}}|1}} | { |{{ns:0}}| {{#ifeq:{{NAMESPACE:{{{1}}} }}|Template|{{ns:0}}| {{#ifeq:{{substr|{{{1}}}|3|8}}|Template|{{ns:0}}| {{#if:{{{1|}}}| {{!}} colspan=2 {{!}} {{create taxonomy|{{{1|}}} }} {{!-}} }} }} }} }} }} |{{taxonomy links/{{{display|cell}}} |rank={{taxonomy/{{{1}}}|machine code=rank}} |taxon={{{1}}} |link={{#ifeq:{{{format|link}}}|bold|'''{{taxonomy/{{{1}}}||machine code=link_text}}'''|{{#ifeq:{{ucfirst:{{taxonomy/{{{1}}}|machine code=link}} }}|{{lcfirst:{{taxonomy/{{{1}}}|machine code=link}} }}|{{taxonomy/{{{1}}}|machine code=link}}[[Category:Automatic taxobox cleanup|ϰ-template taxonomy cell]]<!--link contains []s in Taxonomy/xxx template; these should be removed-->|[[{{taxonomy/{{{1}}}|machine code=link}}]]}} }} |auth={{{authority|}}} }} }}</includeonly><noinclude> {{documentation}} [[Category:Taxobox templates]] </noinclude> 4a7b73fe0d6aa9fe90f4640ae7fa0637af7e3147 10 316 631 630 2013-05-08T17:45:36Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><div style='position:fixed; z-index:1; opacity:0.85; background-color:#113; width:100%; height:100%;top:0; left:0;'> <div style="float:right; padding:1em;" class=plainlinks>[[Template:Taxonomy list|About this page]] &ndash; [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy_list&action=edit Edit]</div> </div> {| class="infobox biota" style="text-align: left; float:right; position:absolute; top:5em; z-index:5" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{1}}}}} }}" | Complete list of Ancestral taxa |- {{taxonomy list/list|{{{1|}}}}} {{User:Taxobot/children/template|{{{1|}}}|child rank=Subgroups {{update child links}}|edit taxonomy=true}} |} </includeonly><noinclude>{{documentation}}</noinclude> 5a5357ca7ccd741fc687d7ce3a4bd921cca894a6 630 2010-12-17T07:25:27Z Smith609 0 para name wikitext text/x-wiki <includeonly><div style='position:fixed; z-index:1; opacity:0.85; background-color:#113; width:100%; height:100%;top:0; left:0;'> <div style="float:right; padding:1em;" class=plainlinks>[[Template:Taxonomy list|About this page]] &ndash; [http://en.wikipedia.org/w/index.php?title=Template:Taxonomy_list&action=edit Edit]</div> </div> {| class="infobox biota" style="text-align: left; float:right; position:absolute; top:5em; z-index:5" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{{1}}}}} }}" | Complete list of Ancestral taxa |- {{taxonomy list/list|{{{1|}}}}} {{User:Taxobot/children/template|{{{1|}}}|child rank=Subgroups {{update child links}}|edit taxonomy=true}} |} </includeonly><noinclude>{{documentation}}</noinclude> 5a5357ca7ccd741fc687d7ce3a4bd921cca894a6 10 308 615 614 2013-05-08T17:45:01Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === [[Template:Taxonomy list]] has been replaced by an in-page template using [[Template:Taxonomy list/list]] and [[Template:Taxonomy list/list/1]]. I have utterly no idea why it is necessary to state <nowiki>{{{1}}}</nowiki> in the way that I do in [[Template:Taxonomy list/list/1]] ... but it is! === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 305743b994286dcfb5b493f53cb7756cd27929ca 614 2011-01-28T22:27:36Z WOSlinker 0 add cat wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === [[Template:Taxonomy list]] has been replaced by an in-page template using [[Template:Taxonomy list/list]] and [[Template:Taxonomy list/list/1]]. I have utterly no idea why it is necessary to state <nowiki>{{{1}}}</nowiki> in the way that I do in [[Template:Taxonomy list/list/1]] ... but it is! === See also === <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Taxobox templates]] </includeonly> 305743b994286dcfb5b493f53cb7756cd27929ca 10 296 591 590 2013-05-08T17:44:57Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly> {| class="infobox biota" style="text-align: left; width: 200px" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{ucfirst:{{{1|{{ {{PAGENAME}}|parent|machine code=1}} }}} }} }} }}" | Ancestor taxa |- {{taxonomy list/loop|{{{1|}}}}} |}</includeonly><noinclude>{{documentation|Template:Taxonomy list/doc}}</noinclude> 32a1a18cc6cdd5708def5fc84d729e90c2955d41 590 2010-11-06T20:52:42Z Smith609 0 ucfirst wikitext text/x-wiki <includeonly> {| class="infobox biota" style="text-align: left; width: 200px" |- ! colspan=2 style="text-align: center; background-color: {{Taxobox colour|{{get regnum|{{ucfirst:{{{1|{{ {{PAGENAME}}|parent|machine code=1}} }}} }} }} }}" | Ancestor taxa |- {{taxonomy list/loop|{{{1|}}}}} |}</includeonly><noinclude>{{documentation|Template:Taxonomy list/doc}}</noinclude> 32a1a18cc6cdd5708def5fc84d729e90c2955d41 10 295 589 588 2013-05-08T17:44:57Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly> {{#iferror:{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{1x|1={{{1}}}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|<!--Then this parent is off the top of the tree, and we don't need to extend the list. Else:-->|{{taxonomy list/list/1|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{1x|1={{{1}}}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}} }} }} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}|machine code=parent}}}} {{taxonomy 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code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy 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code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine 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links|{{taxonomy/{{{1}}}|parent|machine code=1}}}} {{taxonomy links|{{{1}}}}}</includeonly><noinclude>{{Documentation|Template:Taxonomy list/doc}}</noinclude> 51435b2a62787c485c49840b9696964027791b2e 596 2010-11-20T12:50:05Z Smith609 0 Try using "ifError" for a lower template cost wikitext text/x-wiki <includeonly> {{#iferror:{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|<!--Then this parent is off the top of the tree, and we don't need to extend the list. 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code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine 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code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{{1}}}|parent|machine code=1}}}} {{taxonomy links|{{{1}}}}}</includeonly><noinclude>{{Documentation|Template:Taxonomy list/doc}}</noinclude> ae6e59bd39bb6bf72a8342d32987f48bab991fd5 592 2010-11-06T20:35:09Z Smith609 0 machine code=1 wikitext text/x-wiki <includeonly> {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|force={{#ifexpr:{{{2|1}}}>4|true|}} }} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{taxonomy/{{{1}}}|parent|machine code=1}}|parent|machine code=1}}}} {{taxonomy links|{{taxonomy/{{{1}}}|parent|machine code=1}}}} {{taxonomy links|{{{1}}}}}</includeonly><noinclude>{{Documentation|Template:Taxonomy list/doc}}</noinclude> ae6e59bd39bb6bf72a8342d32987f48bab991fd5 10 239 477 476 2013-05-08T17:44:39Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch:?| |{{#titleparts:{{{1|}}}|1|2}}=preload/?{{#titleparts:{{{1|}}}|1|3}} |{{#titleparts:{{{1|}}}|1|3}}=preload/? |{{#ifeq:{{lc:{{#titleparts:{{{1|}}}|1|1}} }}|incertae sedis|preload/incertae_sedis |{{#if:{{#titleparts:{{{1|}}}|1|2}}|sameas|preload}} }}}}<noinclude> [[Category:Taxobox templates]] </noinclude> 387153bc62b22ce6a2ad543bb577f1c821bed97c 476 2012-04-23T11:09:47Z AGK 0 Protected Template:Taxonomy preload: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#switch:?| |{{#titleparts:{{{1|}}}|1|2}}=preload/?{{#titleparts:{{{1|}}}|1|3}} |{{#titleparts:{{{1|}}}|1|3}}=preload/? |{{#ifeq:{{lc:{{#titleparts:{{{1|}}}|1|1}} }}|incertae sedis|preload/incertae_sedis |{{#if:{{#titleparts:{{{1|}}}|1|2}}|sameas|preload}} }}}}<noinclude> [[Category:Taxobox templates]] </noinclude> 387153bc62b22ce6a2ad543bb577f1c821bed97c 10 340 679 678 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki #REDIRECT [[Template:Documentation]]{{R from merge}} [[Category:Template documentation]] [[Category:Wikipedia formatting and function templates]] [[Category:Unprintworthy redirects]] 2cc67131e64132680a6e98983ca99bf54a0484ba 678 2010-06-06T13:15:57Z TheDJ 0 +cats wikitext text/x-wiki #REDIRECT [[Template:Documentation]]{{R from merge}} [[Category:Template documentation]] [[Category:Wikipedia formatting and function templates]] [[Category:Unprintworthy redirects]] 2cc67131e64132680a6e98983ca99bf54a0484ba 10 58 115 114 2013-05-08T17:44:23Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#switch: <!--If no or empty "demospace" parameter then detect namespace--> {{#if:{{{demospace|}}} | {{lc: {{{demospace}}} }} <!--Use lower case "demospace"--> | {{#ifeq:{{NAMESPACE}}|{{ns:Template}} | template | other }} }} | template = {{{1|}}} | other | #default = {{{2|}}} }}<!--End switch--><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 06fb13d264df967b5232141067eb7d2b67372d76 114 2010-10-04T14:47:12Z WOSlinker 0 remove {{pp-template}} wikitext text/x-wiki {{#switch: <!--If no or empty "demospace" parameter then detect namespace--> {{#if:{{{demospace|}}} | {{lc: {{{demospace}}} }} <!--Use lower case "demospace"--> | {{#ifeq:{{NAMESPACE}}|{{ns:Template}} | template | other }} }} | template = {{{1|}}} | other | #default = {{{2|}}} }}<!--End switch--><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 06fb13d264df967b5232141067eb7d2b67372d76 10 71 141 140 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{#ifexpr:0<noinclude>1</noinclude>+{{#ifeq:{{lc:{{SUBPAGENAME}}}}|{{lc:{{{subpage-name|sandbox}}}}} |1 |0 }} |{{ombox |image = [[Image:Sandbox.png|50px|alt=|link=]] |text = This is the [[Wikipedia:Template test cases|template sandbox]] page for {{#if:{{{1|}}}|[[{{{1|}}}]]|[[:{{NAMESPACE}}:{{BASEPAGENAME}}]]}}{{#if:{{REVISIONID}} |&#32;([{{fullurl:Special:ComparePages | page1={{#if:{{{1|}}}|{{case preserving encode|{{{1|}}}}}|{{NAMESPACEE}}:{{BASEPAGENAMEE}}}}&page2={{FULLPAGENAMEE}}}} diff]) |<!-- hide when previewing --> }}.{{#ifexist:{{#rel2abs: ../{{{testcases-name|testcases}}}}} | <br> See also the companion subpage for [[../{{{testcases-name|testcases}}}|test cases]]. }} }}{{{notice-for-sandbox|}}}{{#ifeq:{{lc:{{SUBPAGENAME}}}}|{{lc:{{{testcases-name|testcases}}}}} | <!-- testcases --> | <!-- not testcases -->{{{category|[[Category:Template sandboxes]]}}} }} | <!-- not sandbox -->{{{notice-not-sandbox|}}} }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 6c553cd2f3f1afa76db9cabab7b6af2e1bcfac64 140 2012-04-23T10:36:41Z AGK 0 Protected Template:Template sandbox notice: [[Wikipedia:High-risk templates|Highly-visible template]] (between 1900 and 4000 transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki {{#ifexpr:0<noinclude>1</noinclude>+{{#ifeq:{{lc:{{SUBPAGENAME}}}}|{{lc:{{{subpage-name|sandbox}}}}} |1 |0 }} |{{ombox |image = [[Image:Sandbox.png|50px|alt=|link=]] |text = This is the [[Wikipedia:Template test cases|template sandbox]] page for {{#if:{{{1|}}}|[[{{{1|}}}]]|[[:{{NAMESPACE}}:{{BASEPAGENAME}}]]}}{{#if:{{REVISIONID}} |&#32;([{{fullurl:Special:ComparePages | page1={{#if:{{{1|}}}|{{case preserving encode|{{{1|}}}}}|{{NAMESPACEE}}:{{BASEPAGENAMEE}}}}&page2={{FULLPAGENAMEE}}}} diff]) |<!-- hide when previewing --> }}.{{#ifexist:{{#rel2abs: ../{{{testcases-name|testcases}}}}} | <br> See also the companion subpage for [[../{{{testcases-name|testcases}}}|test cases]]. }} }}{{{notice-for-sandbox|}}}{{#ifeq:{{lc:{{SUBPAGENAME}}}}|{{lc:{{{testcases-name|testcases}}}}} | <!-- testcases --> | <!-- not testcases -->{{{category|[[Category:Template sandboxes]]}}} }} | <!-- not sandbox -->{{{notice-not-sandbox|}}} }}<noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 6c553cd2f3f1afa76db9cabab7b6af2e1bcfac64 10 72 143 142 2013-05-08T17:44:25Z Acwebadmin 1 1 revision wikitext text/x-wiki {{[[Template:{{{1}}}|{{{1}}}]]}}<noinclude> {{Documentation}} </noinclude> d277314774e23fd4e1da2c410504bf62d84a7c7b 142 2010-10-02T19:12:49Z WOSlinker 0 remove {{pp-template}} wikitext text/x-wiki {{[[Template:{{{1}}}|{{{1}}}]]}}<noinclude> {{Documentation}} </noinclude> d277314774e23fd4e1da2c410504bf62d84a7c7b 10 337 673 672 2013-05-08T17:45:39Z Acwebadmin 1 1 revision wikitext text/x-wiki <includeonly><code><nowiki>{{</nowiki>{{#if:{{{subst|}}}|[[Help:Substitution|subst]]:}}[[{{{LANG|}}}{{{SISTER|}}}{{ns:Template}}:{{{1|}}}|{{{1|}}}]]<!-- -->{{#if:{{{2|}}}| &#124;{{{2}}} }}<!-- -->{{#if:{{{3|}}}| &#124;{{{3}}} }}<!-- -->{{#if:{{{4|}}}| &#124;{{{4}}} }}<!-- -->{{#if:{{{5|}}}| &#124;{{{5}}} }}<!-- -->{{#if:{{{6|}}}| &#124;{{{6}}} }}<!-- -->{{#if:{{{7|}}}| &#124;{{{7}}} }}<!-- -->{{#if:{{{8|}}}| &#124;{{{8}}} }}<!-- -->{{#if:{{{9|}}}| &#124;{{{9}}} }}<!-- -->{{#if:{{{10|}}}| &#124;{{{10}}} }}<!-- -->{{#if:{{{11|}}}| &#124;{{{11}}} }}<!-- -->{{#if:{{{12|}}}| &#124;''...'' }}<nowiki>}}</nowiki></code></includeonly><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 9e77b8a4aac1a981527cef2e034bdf46f87d9a64 672 2012-09-23T16:43:48Z Gadget850 0 <tt> → <code> wikitext text/x-wiki <includeonly><code><nowiki>{{</nowiki>{{#if:{{{subst|}}}|[[Help:Substitution|subst]]:}}[[{{{LANG|}}}{{{SISTER|}}}{{ns:Template}}:{{{1|}}}|{{{1|}}}]]<!-- -->{{#if:{{{2|}}}| &#124;{{{2}}} }}<!-- -->{{#if:{{{3|}}}| &#124;{{{3}}} }}<!-- -->{{#if:{{{4|}}}| &#124;{{{4}}} }}<!-- -->{{#if:{{{5|}}}| &#124;{{{5}}} }}<!-- -->{{#if:{{{6|}}}| &#124;{{{6}}} }}<!-- -->{{#if:{{{7|}}}| &#124;{{{7}}} }}<!-- -->{{#if:{{{8|}}}| &#124;{{{8}}} }}<!-- -->{{#if:{{{9|}}}| &#124;{{{9}}} }}<!-- -->{{#if:{{{10|}}}| &#124;{{{10}}} }}<!-- -->{{#if:{{{11|}}}| &#124;{{{11}}} }}<!-- -->{{#if:{{{12|}}}| &#124;''...'' }}<nowiki>}}</nowiki></code></includeonly><noinclude> {{documentation}} <!-- Add categories and interwikis to the /doc subpage, not here! --> </noinclude> 9e77b8a4aac1a981527cef2e034bdf46f87d9a64 10 435 869 868 2013-05-08T17:46:38Z Acwebadmin 1 1 revision wikitext text/x-wiki This template emits a "[[Wikipedia:WikiProject Microformats/Species|species]]" [[microformat]], according to the current [http://microformats.org/wiki/species-strawman-01 draft ("straw man") specification]. Wikipedia editors are invited to comment on or contribute to the development of this microformat, via the above links. The microformat is created by the use of <code>class="biota"</code>, and classes for individual taxonomic ranks, such as <code>class="domain"</code> in a span around <nowiki>{{{domain}}}</nowiki> ([[Wikipedia:WikiProject_Microformats/classes#Species|full list]]). Please do not change or remove those classes other than as part of development of the microformat. For background information, see [[WP:UF|microformats on Wikipedia]]. <includeonly>{{#ifeq: {{SUBPAGENAME}}|doc||{{#ifeq: {{SUBPAGENAME}}|sandbox||[[Category:Templates generating 'species' microformats|{{PAGENAME}}]]}}}}</includeonly><noinclude> [[Category:Template namespace templates]] [[Category:Templates generating 'species' microformats]] </noinclude> 738c4b7b1b9e33dbf998fd8f9aa63cc5b85cda0c 868 2010-10-29T18:14:00Z WOSlinker 0 don't show Category:Templates generating 'species' microformats on doc pages wikitext text/x-wiki This template emits a "[[Wikipedia:WikiProject Microformats/Species|species]]" [[microformat]], according to the current [http://microformats.org/wiki/species-strawman-01 draft ("straw man") specification]. Wikipedia editors are invited to comment on or contribute to the development of this microformat, via the above links. The microformat is created by the use of <code>class="biota"</code>, and classes for individual taxonomic ranks, such as <code>class="domain"</code> in a span around <nowiki>{{{domain}}}</nowiki> ([[Wikipedia:WikiProject_Microformats/classes#Species|full list]]). Please do not change or remove those classes other than as part of development of the microformat. For background information, see [[WP:UF|microformats on Wikipedia]]. <includeonly>{{#ifeq: {{SUBPAGENAME}}|doc||{{#ifeq: {{SUBPAGENAME}}|sandbox||[[Category:Templates generating 'species' microformats|{{PAGENAME}}]]}}}}</includeonly><noinclude> [[Category:Template namespace templates]] [[Category:Templates generating 'species' microformats]] </noinclude> 738c4b7b1b9e33dbf998fd8f9aa63cc5b85cda0c 10 13 25 24 2013-05-08T17:44:19Z Acwebadmin 1 1 revision wikitext text/x-wiki <span class=plainlinks style='font-weight:normal;'>([http://toolserver.org/~verisimilus/Bot/taxobot/update_child_list.php?page={{FULLPAGENAMEE}} &#x21bb; update])</span><noinclude> {{documentation}} [[Category:Taxobox templates]] </noinclude> 1111c9d7e7f5c0c3f1196b051444a62486e678d9 24 2012-04-23T11:09:59Z AGK 0 Changed protection level of Template:Update children: [[Wikipedia:High-risk templates|Highly-visible template]] (thousands of transclusions) (‎[edit=autoconfirmed] (indefinite) ‎[move=sysop] (indefinite)) wikitext text/x-wiki <span class=plainlinks style='font-weight:normal;'>([http://toolserver.org/~verisimilus/Bot/taxobot/update_child_list.php?page={{FULLPAGENAMEE}} &#x21bb; update])</span><noinclude> {{documentation}} [[Category:Taxobox templates]] </noinclude> 1111c9d7e7f5c0c3f1196b051444a62486e678d9 10 436 871 870 2013-05-08T17:46:38Z Acwebadmin 1 1 revision wikitext text/x-wiki <var {{#if:{{{class|}}}|class="{{{class}}}"}} {{#if:{{{id|}}}|id="{{{id}}}"}} {{#if:{{{style|}}}|style="{{{style}}}"}} {{#if:{{{lang|}}}|lang="{{{lang}}}" xml:lang="{{{lang}}}"}} {{#if:{{{title|}}}|title="{{{title}}}"}}>{{{1}}}</var><noinclude> <!--Categories and interwikis go near the bottom of the /doc page.--> {{Documentation}} </noinclude> 4217ef2694b1876da436370f39e36385ffe9d2bd 870 2011-08-16T00:49:38Z SMcCandlish 0 xhtml validity fix wikitext text/x-wiki <var {{#if:{{{class|}}}|class="{{{class}}}"}} {{#if:{{{id|}}}|id="{{{id}}}"}} {{#if:{{{style|}}}|style="{{{style}}}"}} {{#if:{{{lang|}}}|lang="{{{lang}}}" xml:lang="{{{lang}}}"}} {{#if:{{{title|}}}|title="{{{title}}}"}}>{{{1}}}</var><noinclude> <!--Categories and interwikis go near the bottom of the /doc page.--> {{Documentation}} </noinclude> 4217ef2694b1876da436370f39e36385ffe9d2bd 10 37 73 72 2013-05-08T17:44:21Z Acwebadmin 1 1 revision wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Virusbox - Show taxobox by {Taxobox/core} for a virus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | virus = true | edit link = {{{edit link|{{{edit_link|e}}} }}}<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #ifeq: genus|{{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} |''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} |{{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{{name|{{#if:{{{italic_name| }}} |[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{#switch:{{lc:{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|machine code=rank}}}} |virus_group ={{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} |''{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}'' }} |3={{#switch:{{lc:{{taxonomy/{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |machine code=rank}}}} |virus_group ={{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |''{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }}'' }} |4={{#switch:{{lc:{{taxonomy/{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |machine code=rank}}}} |virus_group ={{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |''{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }}'' }} }} }} }}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{taxobox color|[[virus]]}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</table><noinclude> {{documentation}}</noinclude> ed75c1e4abc4feb46b0df2f34ea352c343600542 72 2012-11-07T23:45:45Z Wikid77 0 put <table align=right style="border: 1px solid #B1B1B1; margin:..."> to format infobox for any browser. wikitext text/x-wiki <noinclude><!-- -================================================================== - Template:Virusbox - Show taxobox by {Taxobox/core} for a virus -================================================================== -- -- This template sends parameters to Taxobox/core, which shows a -- right-side infobox. Most parameters are just passed directly; -- while some parameters are noted with a comment. -- --></noinclude><table align=right width=150 style="border: 1px solid #B1B1B1; margin:8px 0 9px 16px" >{{Taxobox/core | virus = true | edit link = {{{edit link|{{{edit_link|e}}} }}}<!-- -- temporal_range: If the specified temporal range is a period -- supported by templates {period start} and {next period}, then -- incorporate the specified range into template:Fossil_range, -- having checked that it will display correctly. Otherwise, just -- pass on the stated parameter. --> | temporal_range = {{#if:{{{fossil_range|{{{fossil range|}}} }}}|{{#iferror:{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }}|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}}|{{geological range|{{{temporal_range|{{{temporal range|{{{fossil_range|{{{fossil range|}}} }}} }}} }}} }} }} | {{#if:{{{oldest fossil|{{{oldest_fossil|}}} }}}|{{geological range|{{{oldest fossil|{{{oldest_fossil}}}}}}|{{{youngest fossil|{{{youngest_fossil|Recent}}}}}} }} }} }}<!-- PARENT: this parameter ought really be called "taxon", not "parent" --> | parent = {{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}<!-- DISPLAY PARENTS: Number of immediate parents to display. Defaults to 1 to give the taxon some context. --> | display_taxa = {{{display parents|{{{display_parents|1}}}}}}<!-- AUTHORITY (etc): In the format "author, year". --> | authority = {{{authority|}}} | parent_authority = {{{parent authority|{{{parent_authority|}}} }}} | grandparent_authority = {{{grandparent authority|{{{grandparent_authority|}}} }}} | greatgrandparent_authority = {{{greatgrandparent authority|{{{greatgrandparent_authority|}}} }}} | greatgreatgrandparent_authority = {{{greatgreatgrandparent authority|{{{greatgreatgrandparent_authority|}}} }}}<!-- -- -- name: Works out whether the name should be italicized (such as -- genera, species, etc); if so, passes the italicized result. -- There should be no punctuation in the "name" parameter, which -- is intended only for cases where the taxobox name does not -- match that displayed or linked to by the taxon in question. -- Italics are generated automatically. -- -- italic_name: This parameter is still supported (just in case), -- but links to Category:Automatic_taxobox_cleanup because the -- template should be able to italicize for all cases. --> | name = {{{italic_name|{{{name|{{ #ifeq:'|{{padleft:|1|{{{taxon|{{PAGENAME}}|}}} }} |{{{taxon|{{PAGENAME}}|}}}{{ DISPLAYTITLE:{{{taxon|{{PAGENAME}}|}}}}} |<!--else-no-apostrophe-->{{ #ifeq: genus|{{lcfirst:{{taxonomy/{{Taxobox/taxon|{{{taxon|{{PAGENAME}}|}}}|{{{1|}}} }}|machine code=rank}} }} |''{{{taxon|{{PAGENAME}}|}}}''{{ DISPLAYTITLE:''{{{taxon|{{PAGENAME}}|}}}''}} |{{{taxon|{{PAGENAME}}|}}} }} }} }}} }}}{{#if:{{{italic_name|{{{name|}}} }}} |{{DISPLAYTITLE:{{{italic_name|{{{name}}}}}}}} }} <!-- ------------------------------------------ ( Omit this stuff..) | name = {{{name|{{#if:{{{italic_name| }}} |[[Category:Automatic taxobox cleanup|&iota;]]{{DISPLAYTITLE:{{ #if:{{NAMESPACE}} | {{NAMESPACE}}: }}''{{{italic_name}}}''}}''{{{italic name}}}''|{{taxobox name |1={{{binomial|}}} |2={{#switch:{{lc:{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|machine code=rank}}}} |virus_group ={{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} |''{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}'' }} |3={{#switch:{{lc:{{taxonomy/{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |machine code=rank}}}} |virus_group ={{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |''{{t^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }}'' }} |4={{#switch:{{lc:{{taxonomy/{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |machine code=rank}}}} |virus_group ={{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }} |''{{t^^|{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }} }}'' }} }} }} }}}<!-- COLOUR: (Note the UK spelling here) Generated by Template:Taxobox colour, a switch-template that should be fed the taxon name. --> | colour = {{taxobox color|[[virus]]}} | image = {{{image|}}} | image_width = {{{image_width|{{{image width|}}} }}} | image_alt = {{{image alt|{{{image_alt|}}} }}} | image_caption = {{{image caption|{{{image_caption|}}} }}} | image2 = {{{image2|}}} | image2_width = {{{image2 width|{{{image2_width|}}} }}} | image2_alt = {{{image2 alt|{{{image2_alt|}}}}}} | image2_caption = {{{image2 caption|{{{image2_caption|}}}}}} | classification_status = {{{classification status|{{{classification_status|}}} }}} | binomial = {{{binomial|}}} | binomial_authority = {{{binomial authority|{{{binomial_authority|}}} }}} | trinomial = {{{trinomial|}}} | trinomial_authority = {{{trinomial authority|{{{trinomial_authority|}}} }}} | type_genus = {{{type genus|{{{type_genus|}}}}}} | type_genus_authority = {{{type genus authority|{{{type_genus_authority|}}} }}} | type_species = {{{type species|{{{type_species|}}} }}} | type_species_authority = {{{type species authority|{{{type_species_authority|}}} }}}<!-- SUBDIVISION: Can be overridden manually. If not, "display children" will include a list generated by Taxobot. Passing "depth=display children" determines the level of nesting; note the option "2 collapse". If in main/talkspace, the list will be generated using templates "Auto taxon list {{{display children}}}". (Otherwise, "auto" is replaced with "edit", to allow editable lists, e.g. at template:taxonomy/xxx) --> | subdivision = {{{subdivision|{{#if:{{{display children|{{{display_children|}}}}}}|{{Child taxa/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|depth={{{display children|{{{display_children}}}}}} }} }} }}}<!-- SUBDIVISION RANKS: Displayed above the subdivision, and generated automatically from the taxon's rank if unspecified. --> | subdivision_ranks = {{{subdivision ranks|{{{subdivision_ranks|{{children_rank|{{taxonomy/{{Taxobox/taxon|{{{taxon|}}}|{{{1|}}} }}|rank}} }} }}} }}} | type_strain = {{{type strain|{{{type_strain|}}} }}} | range_map = {{{range map|{{{range_map|}}} }}} | range_map_width = {{{range map width|{{{range_map_width|}}} }}} | range_map_alt = {{{range map alt|{{{range_map_alt|}}} }}} | range_map_caption = {{{range map caption|{{{range_map_caption|}}} }}} | binomial2 = {{{binomial2|}}} | binomial2_authority = {{{binomial2 authority|{{{binomial2_authority|}}} }}} | range_map2 = {{{range map2|{{{range_map2|}}} }}} | range_map2_width = {{{range map2 width| {{{range_map2_width|}}}}}} | range_map2_alt = {{{range map2 alt|{{{range_map2_alt|}}} }}} | range_map2_caption = {{{range map2 caption|{{{range_map2_caption|}}} }}} | binomial3 = {{{binomial3|}}} | binomial3_authority = {{{binomial3 authority|{{{binomial3_authority|}}} }}} | range_map3 = {{{range map3|{{{range_map3|}}} }}} | range_map3_width = {{{range map3 width|{{{range_map3_width|}}} }}} | range_map3_alt = {{{range map3 alt|{{{range_map3_alt|}}} }}} | range_map3_caption = {{{range map3 caption|{{{range_map3_caption|}}} }}} | binomial4 = {{{binomial4|}}} | binomial4_authority = {{{binomial4 authority|{{{binomial4_authority|}}} }}} | range_map4 = {{{range map4|{{{range_map4|}}} }}} | range_map4_width = {{{range map4 width|{{{range_map4_width|}}} }}} | range_map4_alt = {{{range map4 alt|{{{range_map4_alt|}}} }}} | range_map4_caption = {{{range map4 caption|{{{range_map4_caption|}}} }}} | synonyms_ref = {{{synonyms ref|{{{synonyms_ref|}}} }}} | synonyms = {{{synonyms|}}} }}</table><noinclude> {{documentation}}</noinclude> ed75c1e4abc4feb46b0df2f34ea352c343600542 10 259 517 516 2013-05-08T17:44:40Z Acwebadmin 1 1 revision wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === *[[Template:Ichnobox]] *[[Template:Taxobox]] *[[Template:Oobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Biology infobox templates]] [[Category:Taxobox templates]] [[simple:Template:Virusbox]] </includeonly> 7a223f18d4a60d65a2db0faf8c7b499a64aa503b 516 2012-07-21T01:35:05Z Osiris 0 wikitext text/x-wiki {{Documentation subpage}} <!-- PLEASE ADD CATEGORIES AND INTERWIKIS AT THE BOTTOM OF THIS PAGE --> === Usage === This template operates identically to [[Template:Automatic taxobox]]. Please see that template for usage instructions. === See also === *[[Template:Ichnobox]] *[[Template:Taxobox]] *[[Template:Oobox]] <includeonly> <!-- CATEGORIES AND INTERWIKIS HERE, THANKS --> [[Category:Biology infobox templates]] [[Category:Taxobox templates]] [[simple:Template:Virusbox]] </includeonly> 7a223f18d4a60d65a2db0faf8c7b499a64aa503b 10 5 8 2013-05-07T17:54:37Z Acwebadmin 1 Created page with "__NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PD..." wikitext text/x-wiki __NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PDF)] * Wikipedia's [http://en.wikipedia.org/wiki/Help:Advanced_editing editing help] * Mediawiki [http://meta.wikimedia.org/wiki/Help:Contents User Guide] ====Help with Wikis at Evergreen==== * Evergreen's [http://www2.evergreen.edu/wikis/computing/index.php?title=Category:Mediawiki Mediawiki documentation] * [http://www2.evergreen.edu/wikis/computing/index.php?title=Wiki_Login_Help Need help logging in?] ====Still have questions?==== The staff in [https://help.evergreen.edu/contact/ac/index Academic Computing] can help. 37bddbc372e60461f92aae70aad049e4991d5383 10 210 419 418 2013-05-08T17:44:36Z Acwebadmin 1 1 revision wikitext text/x-wiki <code><nowiki>{{</nowiki>{{{1}}}{{#if:{{{2|}}}{{{3|}}}{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{2|}}}}}{{#if:{{{3|}}}{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{3|}}}}}{{#if:{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{4|}}}}}{{#if:{{{5|}}}|{{!}}{{{5|}}}{{{6|}}}}}{{#if:{{{6|}}}|{{!}}{{{6|}}}}}{{#if:{{{n1|}}}|{{!}}{{{n1|}}}={{{v1|}}}}}{{#if:{{{n2|}}}|{{!}}{{{n2}}}={{{v2|}}}}}{{#if:{{{n3|}}}|{{!}}{{{n3|}}}={{{v3|}}}}}}}</code> {{{gives|→}}} {{{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{n1|}}}={{{v1|}}}|{{{n2|}}}={{{v2|}}}|{{{n3|}}}={{{v3|}}}}}<noinclude>{{documentation}}</noinclude> eea456d8f60be937d3bcd6f7190962b64857dfa2 418 2010-09-23T06:14:13Z Patrick 0 from m: wikitext text/x-wiki <code><nowiki>{{</nowiki>{{{1}}}{{#if:{{{2|}}}{{{3|}}}{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{2|}}}}}{{#if:{{{3|}}}{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{3|}}}}}{{#if:{{{4|}}}{{{5|}}}{{{6|}}}|{{!}}{{{4|}}}}}{{#if:{{{5|}}}|{{!}}{{{5|}}}{{{6|}}}}}{{#if:{{{6|}}}|{{!}}{{{6|}}}}}{{#if:{{{n1|}}}|{{!}}{{{n1|}}}={{{v1|}}}}}{{#if:{{{n2|}}}|{{!}}{{{n2}}}={{{v2|}}}}}{{#if:{{{n3|}}}|{{!}}{{{n3|}}}={{{v3|}}}}}}}</code> {{{gives|→}}} {{{{{1}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}}|{{{6|}}}|{{{n1|}}}={{{v1|}}}|{{{n2|}}}={{{v2|}}}|{{{n3|}}}={{{v3|}}}}}<noinclude>{{documentation}}</noinclude> eea456d8f60be937d3bcd6f7190962b64857dfa2 12 3 10 5 2013-05-07T17:55:27Z Acwebadmin 1 Replaced content with "{{Wiki Help}}" wikitext text/x-wiki {{Wiki Help}} 7738e7cad211c1d884cc767fbb29c6842ad23df9 5 3 2013-05-07T17:25:41Z Acwebadmin 1 /* Getting Started with Wiki Syntax */ wikitext text/x-wiki __NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PDF)] * Wikipedia's [http://en.wikipedia.org/wiki/Help:Advanced_editing editing help] * Mediawiki [http://meta.wikimedia.org/wiki/Help:Contents User Guide] ====Help with Wikis at Evergreen==== * Evergreen's own [http://www2.evergreen.edu/wikis/computing/index.php?title=Category:Mediawiki Mediawiki documentation] * [http://www2.evergreen.edu/wikis/computing/index.php?title=Wiki_Login_Help Need help logging in?] ====Still have questions?==== The staff in [https://help.evergreen.edu/contact/ac/index Academic Computing] can help. 5d0d30ef0fe30738b42fd3e7f1876ddb79e12327 3 2013-05-07T17:13:22Z Acwebadmin 1 Created page with "__NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pd..." wikitext text/x-wiki __NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PDF)] * Wikipedia's [http://en.wikipedia.org/wiki/Help:Advanced_editing editing help] ====Help with Wikis at Evergreen==== * Evergreen's own [http://www2.evergreen.edu/wikis/computing/index.php?title=Category:Mediawiki Mediawiki documentation] * [http://www2.evergreen.edu/wikis/computing/index.php?title=Wiki_Login_Help Need help logging in?] ====Still have questions?==== The staff in [https://help.evergreen.edu/contact/ac/index Academic Computing] can help. f95d88addf7c663dd42ff5f6ff58b90abbea0881 12 4 9 6 2013-05-07T17:55:06Z Acwebadmin 1 Replaced content with "{{Wiki Help}}" wikitext text/x-wiki {{Wiki Help}} 7738e7cad211c1d884cc767fbb29c6842ad23df9 6 4 2013-05-07T17:25:53Z Acwebadmin 1 /* Getting Started with Wiki Syntax */ wikitext text/x-wiki __NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PDF)] * Wikipedia's [http://en.wikipedia.org/wiki/Help:Advanced_editing editing help] * Mediawiki [http://meta.wikimedia.org/wiki/Help:Contents User Guide] ====Help with Wikis at Evergreen==== * Evergreen's own [http://www2.evergreen.edu/wikis/computing/index.php?title=Category:Mediawiki Mediawiki documentation] * [http://www2.evergreen.edu/wikis/computing/index.php?title=Wiki_Login_Help Need help logging in?] ====Still have questions?==== The staff in [https://help.evergreen.edu/contact/ac/index Academic Computing] can help. 5d0d30ef0fe30738b42fd3e7f1876ddb79e12327 4 2013-05-07T17:14:16Z Acwebadmin 1 Created page with "__NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pd..." wikitext text/x-wiki __NOTOC__ ==Help Using Mediawiki at Evergreen== ====Getting Started with Wiki Syntax==== * Quick Guide to [http://upload.wikimedia.org/wikipedia/commons/0/05/Cheatsheet-en.pdf wiki syntax (PDF)] * Wikipedia's [http://en.wikipedia.org/wiki/Help:Advanced_editing editing help] ====Help with Wikis at Evergreen==== * Evergreen's own [http://www2.evergreen.edu/wikis/computing/index.php?title=Category:Mediawiki Mediawiki documentation] * [http://www2.evergreen.edu/wikis/computing/index.php?title=Wiki_Login_Help Need help logging in?] ====Still have questions?==== The staff in [https://help.evergreen.edu/contact/ac/index Academic Computing] can help. f95d88addf7c663dd42ff5f6ff58b90abbea0881 14 440 885 2014-01-16T02:10:19Z Irishb 4 Created page with "__NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, i..." wikitext text/x-wiki __NOTOC__ <div class="row-fluid"><div class="span8 "> <div class="lead"> '''Powerful Uses of Technology: A Project by the Master in Teaching Year 2 Candidates for 2013-2014, in conjunction with "Investigations in Our Town"''' </div> <div class="gradientshadow"></div> 54549498e194e0fac9adfa6db0092cbb193df472